Beyond Delinquent Citizenships: Immigrant Youth's (Re)Visions of Citizenship and Belonging in a Globalized World

Ríos-Rojas, Anne

doi:10.17763/haer.81.1.6j488401h4540454

Cited by 50 publications

(19 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An established and increasing body of literature investigates experiences of teaching and learning of immigrant youth in the United States (S. Lee, 2001; Ríos-Rojas, 2011; Valenzuela, 2010). Moreover, research is beginning to appear on educational experiences of immigrant youth in the United States from African countries outside of West Africa, such as the Congo (Davila, 2015), Eretria (Stebleton, 2012), Ethiopia (Hersi, 2012; Mims, Mims, & Newland, 2009; Stebleton, 2007), Somalia (Basford, 2010; Bigelow, 2008; Dryden-Peterson, 2010; Njue & Retish, 2010; Roy & Roxas, 2011; Oropeza, Varghese, & Kanno, 2010; Watkinson & Hersi, 2014), and Uganda (Muwanguzi & Musambira, 2012).…”

Section: Modes Of Inquirymentioning

confidence: 99%

Challenging Popularized Narratives of Immigrant Youth From West Africa: Examining Social Processes of Navigating Identities and Engaging Civically

Watson

Knight-Manuel

2017

Review of Research in Education

View full text Add to dashboard Cite

Given polarizing popular-media narratives of immigrant youth from West African countries, we construct an interdisciplinary framework engaging a Sankofan approach to analyze education research literature on social processes of navigating identities and engaging civically across immigrant youth’s heritage practices and Indigenous knowledges. In examining social processes, we disrupt three areas of inequalities affecting educational experiences of immigrant youth: (a) homogenizing notions of a monolithic West Africa and immigrant youth’s West African countries, (b) deficit understandings of identities and the heterogeneity of Black immigrant youth from West African countries living in the United States, and (c) singular views of youth’s civic engagement. We provide implications for researchers, policymakers, and educators to better meet youth’s teaching and learning needs.

show abstract

Section: Modes Of Inquirymentioning

confidence: 99%

Challenging Popularized Narratives of Immigrant Youth From West Africa: Examining Social Processes of Navigating Identities and Engaging Civically

Watson

Knight-Manuel

2017

Review of Research in Education

View full text Add to dashboard Cite

show abstract

“…It portrayed Latin American students' educational experiences, family backgrounds, and linguistic repertoires in a way that, overall, undermined educational expectations for these students. Again, documented in similar terms in other ethnographies on secondary education in Spain (e.g., Ríos‐Rojas ; Delpino ; Patiño ), this construction of Latin American students draws from arguments that are visible in wider educational discourses in Spain and is locally shaped and aligned with the particular ways in which student diversity is addressed in the school. In this section we will discuss some of these discourses and examine their place in the ecology of influences that we claim configure ICA's response to cultural diversity.…”

Section: Discourses About Latin American Students At Ies Central Aluchementioning

confidence: 75%

Immigrant Students and the Ecology of Externalization in a Secondary School in Spain

Poveda

Rubio

Franzé

2014

Anthropology & Edu Quarterly

View full text Add to dashboard Cite

El acceso a la versión del editor puede requerir la suscripción del recurso Access to the published version may require subscription Abstract:We examine how counselors, teachers, and other professionals at a secondary school in Madrid (Spain) understand cultural diversity and work with immigrant students' educational circumstances. Our analysis suggests that cultural diversity is largely construed as a problem and the explanation of educational difficulties is organized around an "externalizing logic" in which responsibility for educational outcomes is transferred to process and programs outside "ordinary" teachers' realm of action. We analyze these discourses and institutional practices from an ecological perspective: within the context of the local changing demographics of the school, regional/national policy measures around diversity and wider conceptualizations of cultural diversity in Spanish education.Keywords: secondary education, cultural diversity, Spain, immigration, professional Putting aside the scenario created by the current economic recession, immigration into Spain is a comparatively recent phenomenon and only became a visible social issue since the mid1990s. It has also been relatively intense within in a brief period of time, reshaping greatly the demographics of Spanish society and schools in less than two decades. For example, foreign immigrants currently comprise over 14% of the Spanish population, when this figure was around 2.5% in 1990, and has gone from representing less than 1% to close to 10% of the Spanish pre-university student body (Instituto de Formación del Profesorado, Investigación e Innovación Educativa 2011). Finally, these demographic trends are intertwined with larger socio-economic and socio-cultural changes and educational reforms implemented since the early 1990s aimed at turning Spain into a "modern post-industrial" society.These are well known statements in Spanish educational research and policy, which have been met with a plethora of studies and publications on the topic. Successive reports confirm that immigrant students in the Spanish educational system fair off worse than their peers who were born and grew up in Spain (e.g. and have put a strong emphasis on meeting all the "diverse needs" of students. But in these discussions, "diversity" is construed as a generic concept designed to encompass different cognitive, motor, and sensorial disabilities, as well as socio-cultural differences and explained by focusing on students' linguistic and family backgrounds, previous educational experiences, or community environments, rather than on classroom instructional strategies or teacher expectations, as factors that play a role in students' educational trajectories.Even though current policies outline in some detail these programs and professional roles, their insertion in the educational system is not an uncontroversial issue nor is placing students in these "alternative" programs a straightforward process. This is partly a product of some of the structural tensions arou...

show abstract

“…Whereas citizenship often tends to be defined through national boundaries and markers of allegiance to geographic or ethnic entities, recent scholarship about youth cultural practices (Nilan & Feixa, ; Ríos‐Rojas, ; Skelton & Valentine, ) offers a renewed ethos of citizenship that examines how youth are seeking and finding refuge for their languages, literacies, and ways of being in ways they could not find in institutions such as schools or other more formal settings (Black, ; Ito et al., ).…”

Section: Complementary Perspectives On Belonging and Citizenshipmentioning

confidence: 99%

Multimodal Cosmopolitanism: Cultivating Belonging in Everyday Moments With Youth

Vasudevan

2014

Curriculum Inquiry

View full text Add to dashboard Cite

This article explores the idea that everyday moments hold cosmopolitan potential wherein such recognition can reorient educators and youth toward one another in meaningful and generative ways. Found in the quotidian practices of young people are indicators of their affiliations, their proclivities, their interests, and their curiosities. Educators, should they choose to take these practices seriously, will find ample fodder in the wide range of youths' communicative and expressive practices for making connections across differences and to move toward lowering barriers of participation for youth in institutional spaces. Data from an ethnographic study of a theater project housed within an alternative to detention program are reanalyzed using a lens of multimodal cosmopolitanism to explore everyday and often fleeting moments of interaction to render visible the ways in which participants expressed and experienced belonging in myriad ways-belonging to the project as well as to one another. A discussion following two ethnographic vignettes of the theater program offers recommendations for how a multimodal cosmopolitan orientation can support educators to approach curriculum and enact pedagogy that nurtures belonging with and among youth every day.Early on in the movie Le Havre, a young boy from Gabon is discovered standing under the docks by a Frenchman taking a lunch break from his portable shoeshine business. The boy asks the man whether he has arrived in London. The man, who has taken his sandwich out of a tin lunchbox, answers promptly and tells the boy that London is on "the other side," meaning across the English Channel. The boy has arrived in the port town of Le Havre with other members of his Gabonese community inside of a large shipping container and is in search of his mother, who lives in London. The man on the stairs and the boy in the water, both Francophones, conduct their exchange in their shared mother tongue. One might wonder whether this glimpse of linguistic familiarity was enough to spark a connection between the two interlocutors, who appear to have little else in bs_bs_banner

show abstract

Beyond Delinquent Citizenships: Immigrant Youth's (Re)Visions of Citizenship and Belonging in a Globalized World

Cited by 50 publications

References 3 publications

Challenging Popularized Narratives of Immigrant Youth From West Africa: Examining Social Processes of Navigating Identities and Engaging Civically

Challenging Popularized Narratives of Immigrant Youth From West Africa: Examining Social Processes of Navigating Identities and Engaging Civically

Immigrant Students and the Ecology of Externalization in a Secondary School in Spain

Multimodal Cosmopolitanism: Cultivating Belonging in Everyday Moments With Youth

Contact Info

Product

Resources

About