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This chapter provides new information relating to aspects of transnational migration among high-skilled Lebanese migrants from a dual country perspective; that of the sending country, Lebanon, and of the receiving country, Kuwait. By using a dual, home and host country perspective, the chapter shows a more complete picture of some specific aspects of transnational migration, in particular, the motivations and drivers of migration, and why migrants chose Kuwait as a destination, as opposed to other GCC countries. It then explores aspects of integration and socialization to first identify the Lebanese in Kuwait who, according to this research sample, are integrated into Kuwaiti society, and to see if a transnational community was formed among and between other Lebanese in Kuwait. The chapter proceeds to explore temporal aspects of migration to discover how long migrants plan on staying in Kuwait as well as presenting data on returned migrants and the reason for their return to Lebanon. Finally, it explores remittances, which form a key feature of transnationalism.

This chapter starts by summarising previous definitions and approaches to the contested concept of ‘community’, typically defined in terms of ‘communities of place’, ‘communities of identity’ and ‘communities of shared interests’. Reflecting upon the experiences of communities in response to migration and displacement, the chapter concludes that such previous definitions need to be expanded. They need to take account of the ways in which communities form and re- form, in response to displacement and dispossession. And they need to take account of the multiple ways in which people identify with varying communities simultaneously, both locally and as members of faith communities and transnational communities.

This chapter explores and challenge the perception that immigrant parents demonstrate a kind of caring and advocacy that differs from dominant majority parents. It situates the case of one Salvadoran parent in the larger context of research that documents the differing communication practices of immigrant parents and teachers who teach their children. Teachers may misinterpret communication practices and participation in school events as a lack of caring. Using the story of Margarita, a Salvadoran parent of three children, the chapter demonstrates the experiences of one immigrant parent interacting with rural teachers to show how Latina/o parents are involved and actively advocate for their children’s academic futures. It concludes with a call to educators to adopt new visions of working with immigrant parents in jointly constructed activities where both parents and teachers assume shared roles of learning to solve problems, and to learn to work across diverse experiences.

This chapter explores different definitions and theoretical approaches to the study of migration and displacement. This includes discussion of official definitions of who counts as a ‘refugee’. Having explored different approaches, including different approaches to understanding women’s migration, the chapter focuses on the notions of diasporas, transnational communities and cultures as these develop over space and time.