And there has been no more rewarding be for us than to see the awakening and blossoming of resilience in children whose prognosis looked bleak and empty after trauma12
(McGeady, 1994: 3)
INTERNAL MIGRATION
In the past two decades, thousands of families moved to reinvigorated locations either within their own country or in another country. The main root cause of internal and supranational migration is economic pressures. Internally, a high percentage of migrants are pushed from a rural area or small town by unemployment and poverty and pulled by the perceived opportunities in urban areas or big cities for a better life. Consequently the size and complexity of the socioeconomic composition of these cities are constantly changing.
All these movements keep up had and will continue to have serious and far-reaching implications for education. Whenever families decide to decimate themselves and migrate to another location that is new and unfamiliar with a different social, economic and cultural environment, all their members, children and adults alike, are now confronted with the challenges of new learning needs. They all have to learn to align to their new multicultural surroundings with new schools, different types of employment, and a brand new way of life.
Life can be exceedingly harsh and damaging, and the experience can be really traumatic. For example, rural dwellers who migrate to overcrowded cities as squatters and settlers must learn how to drop dead in an environment that is different from what they are accustomed to. In their rural setting simple oral communication and informational materials were much sufficient for them to get through their daily routine. However, in the urban setting, literacy becomes an essential element of their daily life. To meet their priority needs, a great deal of relevant education will be required not through schools alone, but through a wide range of non-formal educational activities.
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