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South–South Student Mobility: International Students from Portuguese-Speaking Africa in Brazil

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The Palgrave Handbook of Youth Mobility and Educational Migration

Abstract

As a complex and multi-faceted phenomenon, student mobility involves diverse actors, interests and rationalities. With the globalization of education, universities and other higher education providers have implemented strategies to recruit and attract international students, not least to increase their revenues and levels of internationalization (Findlay et al. 2017). Likewise, destination countries have acknowledged the advantages of hosting international students: financial benefits, an increase in the skilled worker pool and improvements in diplomatic relations (Riaño et al. 2018). Origin countries meanwhile identify student mobility as a means through which talented individuals can become qualified via moving to countries with well-developed higher education system (Findlay 2010). And students themselves, and their families, recognize the potential impact of an international diploma on employability, making them instrumental in establishing educational mobility imperatives at tertiary level (Alberts and Hazen 2005; Holloway et al. 2012).

The fieldwork presented here was conducted as part of the project GovDiv multilevel governance of cultural diversity in a comparative perspective: European Union-Latin America project (PIRSES Proposal International Research Staff Exchange Scheme, Grant Agreement 612617 Marie Curie Action. FP7-SP3-PEOPLE_European Commission/7th Framework Programme for Research, Technological Development and Demonstration. 2014–2017).

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Notes

  1. 1.

    Venezuela is also a member of MERCUSUR; however, its membership has been suspended since 2017 because of its political situation. Chile, Bolivia, Colombia, Ecuador, Guyana, Peru and Suriname are associated members.

  2. 2.

    The creation of the Community of Portuguese Speaking Countries (CPLP)—a multilateral cooperation forum formed by Portugal, Angola, Brazil, Cape Verde, East Timor, Guinea-Bissau, Equatorial Guinea, Mozambique and S. Tome and Principe—in 1996, created a new international space for further exchange, enriching the possibilities for student mobility between Lusophone countries (França and Padilla 2019).

  3. 3.

    Redenção was the first town in Brazil to abolish slavery in 1883 and Ceará is strategically positioned between Europe and Africa.

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Authors and Affiliations

  1. ISCTE – Instituto Universitário de Lisboa (ISCTE-IUL), Centro de Investigação e Estudos de Sociologia, Lisbon, Portugal

    Thais França & Beatriz Padilla

  2. University of South Florida, Tampa, FL, USA

    Beatriz Padilla

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  1. Thais França
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  2. Beatriz Padilla
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Correspondence to Thais França .

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  1. ISCTE – Instituto Universitário de Lisboa (ISCTE-IUL), Centro de Investigação e Estudos de Sociologia, Lisbon, Portugal

    David Cairns

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França, T., Padilla, B. (2021). South–South Student Mobility: International Students from Portuguese-Speaking Africa in Brazil. In: Cairns, D. (eds) The Palgrave Handbook of Youth Mobility and Educational Migration. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64235-8_22

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  • DOI: https://doi.org/10.1007/978-3-030-64235-8_22

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