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While migration has been part of the human experience for close to 200,000 years, we currently live in an era of mass migration. Children under the age of 18 are impacted by migration in multiple ways: a quarter of all children in OECD countries have an immigrant parent; in large cities across the developed world, between 40% and 65% of children are from immigrant or refugee families. Immigrant children and children of immigrants are the fastest growing demographic group in schools around the world. For at least the past two decades, evidence demonstrates that children and/or their parents arrive with high expectations for schooling and their children’s future aspirations, in general the longer the contact with schooling in their new countries, the lower their well-being. In this chapter, we will look at the data behind this evidence in a variety of contexts of displacement. We will highlight emerging new directions in education for newcomer/migrant populations as we look to promising practices in schools for migrant youths, their peers and their school communities.

Many researchers and practitioners in the field of comparative and international education (CIE) also work as educators, teaching CIE courses to cadres of students across various levels. In teaching these courses, CIE educators play a significant role in shaping the field’s future: the perspectives they privilege and the pedagogies they utilize arguably leave lasting impressions on students, who themselves go on to become teachers, researchers, policymakers, international development practitioners, and more. However, scant attention has been paid to the teaching of CIE. This chapter explores the possibilities and potential benefits of linking the teaching of CIE more deeply with both the emerging scholarship on it and the current debates and dilemmas with which the Comparative and International Education Society and CIE journals have engaged in the past few years such as decolonizing development and education. The chapter raises questions about the future of teaching CIE and concludes with a renewed call for additional research on the scholarship of teaching CIE.