Mobilising capitals? Migrant children's negotiation of their everyday lives in school

Devine, Dympna

doi:10.1080/01425690903101023

Cited by 150 publications

(120 citation statements)

References 32 publications

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“…In a letter to the European Council in May 2014 (see [17]) 38 leading organizations, including UNICEF and Save the Children, urged Member States to address the issue of migrant children's rights, because of their underachievement and marginalisation. Evidence from our research and that of others indicates that children of migrants are marginalised in terms of educational opportunities [18][19][20][21], access to services [22,23] and civic participation [24]. In Scotland, the Government has recently proposed to invest an additional £100 million in education to tackle the attainment gap of all groups [25]-data on the educational attainment of recently arrived migrant children not disaggregated.…”

Section: The Eu-poverty and Migrationmentioning

confidence: 99%

Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory

Forbes

Sime

2016

Education Sciences

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Currently, around one in five children in the United Kingdom and the United States live in poverty. This has a devastating effect on their wellbeing, education and broader socio-political participation, and life chances. In this paper, Scottish policy documentary data are used to discuss the effects of relations amongst categories of children in poverty, migrant child status, and academic under-attainment. The study draws on social capital and intersectionalities theory to explore some of the power and knowledge relations that are effects of policy statements. The paper concludes by suggesting that addressing the issues of poverty and educational under-attainment, including for migrant children, requires a policy strategy beyond education. Disconnections across social, cultural, and economic child policy need to be redesigned in order to change the very real socio-economic-cultural-political relations which policy produces; these relations can lead to either high levels of social participation and potential academic attainment of new arrival children or to their social exclusion. Accordingly, knowledge practices aiming to improve the socio-economic-cultural-political inclusion of migrant children make central the conditions and experiences constitutive of new migrants' lived social lives.

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Section: The Eu-poverty and Migrationmentioning

confidence: 99%

Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory

Forbes

Sime

2016

Education Sciences

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“…Ethnographic studies that interrogate subjectivity through gender (Connell, 2000;Davies & Hunt, 1994;Lyng, 2009;McLeod, 2000;McLeod & Yates, 2006;Tsolidis, 2001;Youdell, 2004), class (Eckert, 1989;Lesko, 2001;Wexler, 1992;Willis, 1977); race and/or ethnicity (Devine, 2009;Tsolidis, 2001;Tsolidis & Pollard, 2009) have provided a wealth of information that has enriched our critical understanding of the ways that education works in producing certain kinds of citizens. We seek to build on this tradition in subtle and nuanced ways that ask questions of how individuals move within terrains rather than 'fixing' them within subject positions.…”

Section: The Current State Of Knowledgementioning

confidence: 99%

Mired in the shadows: quiet students in secondary schools

Thompson

Bell

2011

Discourse: Studies in the Cultural Politics of Education

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Six Key WordsStudent subjectivities, postmodern, Deleuze, quiet students, faciality, becoming.Quiet students are a feature of the organisation of secondary schools. Using qualitative methods and Deleuzean conceptualisations of modern subjectivity, this paper explores the ways that quiet students negotiate the terrain of their school. These negotiations often seem to produce a self that is trapped rather than a subject who seizes opportunities to be inventive, creative and experimental of their self. Understanding the faciality of quiet students provides opportunities to advance debate on how schools could encourage freer selves.

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“…Through the symbolic construction of "in" and "out" groups, access to resources and to social power is restricted to those who are deemed to be "insiders". Such symbolic markers of "ingroup" status can be understood as cultural capital (Bourdieu, 1986;Devine, 2009). …”

Section: Theoretical Backgroundmentioning

confidence: 99%

Irish post-primary students' attitudes towards ethnic minorities

Tormey

Gleeson

2012

Irish Educational Studies

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2 Irish post-primary students' attitudes towards ethnic minorities AbstractThe changing ethnic make-up of Irish society has impacted upon schools. Existing, largely qualitative studies have highlighted mixed attitudes towards ethnic minorities. Literature has also focussed on the role of the state in articulating a discourse that shapes school-level responses to minorities. This paper critiques the idea of a unitary state discourse and the role of other educational bodies, such as schools, in drawing upon a range of alternate public discourses to shape how they act, is identified. Drawing upon a large quantitative study involving 4,970 post-primary pupil respondents, this paper finds that many Irish post-primary students report low levels of social distance from Black African Immigrants, Muslims, and Eastern Europeans. Negative attitudes are most prevalent with respect to members of the Travelling community. The potential positive impact of school-level programmes -such as those related to global justice and inequalities -is identified through the lower levels of negative attitudes towards ethnic minorities reported by Transition year students who have experienced such programmes.

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Mobilising capitals? Migrant children's negotiation of their everyday lives in school

Cited by 150 publications

References 32 publications

Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory

Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory

Mired in the shadows: quiet students in secondary schools

Irish post-primary students' attitudes towards ethnic minorities

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