Parenting in double translation: lived experiences of Ugandan immigrant parents in Norway

Kabatanya, Carol Lynnet; Vagli, Åse

doi:10.1080/2156857x.2019.1644531

Cited by 4 publications

(6 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To feel like an active and recognized citizen, a sense of autonomy and agency is required (see Stevenson et al, 2015). Forceful commands (or expectations of them) may risk the minority group's trust in public institutions (Handulle & Vassenden, 2021; Kabatanya & Vagli, 2021) or impose a barrier to their use (see Stevenson, McNamara, & Muldoon, 2014), thus compromising the equality of public service and citizenship. This stresses the importance of an egalitarian approach in real‐life institutional intergroup contacts; apart from group relations, unsuccessful contact may have a negative impact on trust in institutions.…”

Section: Discussionmentioning

confidence: 99%

“…As these workers are often perceived by service users to reflect official attitudes, such an egalitarian, rights‐focused approach should signal recognition and acceptance of minorities within broader society (see Stevenson et al, 2014). Of course, this relationship must be handled with care to promote positive cooperation in a child's education, but can also serve to create mutual trust and confidence, whereby minority groups do not feel threatened (see Handulle & Vassenden, 2021; Kabatanya & Vagli, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Public service encounters as intergroup contact can have a repetitive character and are almost unavoidable in the everyday life of immigrant families in Nordic welfare states (Kangas & Kvist, 2019). Nursing, social work, and other social sciences research has showed that minorities often experience distinct barriers and hardship when using child‐related public services that do not support their agency as active citizens (e.g., Kabatanya & Vagli, 2021; Nordberg, 2015). In Norway, for example, where the welfare society structure is similar to Finland's (Kangas & Kvist, 2019), studies have been made of intergroup service encounters between immigrant mothers and public health nurses in diverse neighbourhoods (Erstad, 2018) and between teachers and immigrant parents in school–home cooperation (Bendixsen & Danielsen, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

‘Hey, teach these kids to eat their own food!’: Institutional intergroup contact in immigrant mothers' talk

Paajanen,

Finell,

Riikonen

et al. 2023

Community & Applied Soc Psy

View full text Add to dashboard Cite

Although informal segregation often persists in multiethnic neighbourhoods, local institutions offering public services may act as an important setting for intergroup contact. Therefore, we studied how immigrant mothers of young children discursively construct institutional intergroup contact with workers of public playgrounds and kindergartens. We conducted longitudinal interviews with 10 immigrant mothers three times over the period of a year in 2 multi‐ethnic neighbourhoods in Helsinki, Finland. Using Critical Discursive Psychology, we analysed respondents' talk about the encounters and identified three interpretative repertoires: ‘contact as asserting rights’, ‘contact as helping’, and ‘contact as cultural rectification’. Our analysis showed how mothers positioned themselves and the workers differently in terms of agency and power in each repertoire. Our findings stress the importance of studying people's own sense‐making of institutional contact, with different roles for participants, and that construction of agency within institutional contact is important for building equal membership in society. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘Hey, teach these kids to eat their own food!’: Institutional intergroup contact in immigrant mothers' talk

Paajanen,

Finell,

Riikonen

et al. 2023

Community & Applied Soc Psy

View full text Add to dashboard Cite

show abstract

“…These countries are collectivist in nature, meaning that they tend to reinforce citizens' interdependence, common loyalty, morality, group approval of actions, and selflessness among people (Hofstede Insights, 2020a;Rarick et al, 2013). This can be evidenced by the high value these countries attach to kinship care and extended families, among other aspects (Kabatanya & Vagli, 2021). All three countries have large populations ranging from 45 million people (Uganda), 54 million (Kenya), to 60 million (Tanzania) (World Population Review, 2020b;World Population Review, 2020a).…”

Section: Contextual Socio-cultural Differences: Norway Versus East Af...mentioning

confidence: 99%

Experiences of East African Students in Norway: Development of a Process Model

Akoth

Enoksen²

2022

JCIHE

View full text Add to dashboard Cite

Norway has large unrealized potential for recruiting students from Africa. In order to increase student mobilisation and integration, it is important to know the potential challenges students from underrepresented continents are likely to face in an environment with severe sociocultural differences. This study examined experiences of 7 international students from East Africa studying in a larger city in Norway. Data was collected through semi-structured in-depth interviews, and grounded theory was applied. Analyses of the data resulted in the development of a process model, illustrating three main phases international students went through. The initial phase shows the financial, social, and emotional challenges that students faced. In the transitional phase they found social support from students in similar situations, whereas in the settling phase they tended to mobilize individual and social resources for coping. The results are discussed in light of previous research and concluded with recommendations for higher education institutions.

show abstract

“…One highlights beliefs, knowledge, and prejudice, as held by parents and/or professionals. Parents’ fears reflect cultural backgrounds and lack of institutional understanding (e.g., Fylkesnes et al, 2015; Kabatanya and Vagli, 2021). Fears also arise from discrimination stemming from professionals’ low cultural sensitivity (Dettlaff et al, 2009; Križ et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Transmission of child removal stories Among Norwegian Somalis: An interactionist analysis of ethnic minority parents’ fears of child welfare services

Handulle

Vassenden

2023

Acta Sociologica

View full text Add to dashboard Cite

Ethnic minority parents who are fearful of child welfare services (CWS) is an acknowledged social problem, but the existing academic understanding is limited. Interpretations in previous research have tended to highlight people's ‘dispositions’, typically cultural backgrounds, and lack of knowledge, or ‘structures’ like welfare and penal systems. More neglected is how CWS fears can be generated from interactional processes within groups. Building on extensive ethnography with Norwegian Somalis, a marginalized migrant group, we extend the sociological understanding of ethnic minority parents’ CWS fears. Relying on an interactionist theoretical framework, we centre Erving Goffman's interaction ritual (e.g., facework) and stigma, which we combine with Robert Putnam's bonding social capital. From this vantage point, we construct a ‘bottom-up’ theoretical model highlighting transmission of child removal stories in tight-knit social networks. Among Norwegian Somalis, fears emanate from a social process with four interconnected factors: (A) adversities and ‘tribal stigma’; (B) bonding social capital, for coping and self-respect; (C) children as a ‘lifeline’. Together these generate (D) wide diffusion of child removal stories, which perpetuates pervasive CWS fears. This model should productively inform comparative research.

show abstract

Parenting in double translation: lived experiences of Ugandan immigrant parents in Norway

Cited by 4 publications

References 40 publications

‘Hey, teach these kids to eat their own food!’: Institutional intergroup contact in immigrant mothers' talk

‘Hey, teach these kids to eat their own food!’: Institutional intergroup contact in immigrant mothers' talk

Experiences of East African Students in Norway: Development of a Process Model

Transmission of child removal stories Among Norwegian Somalis: An interactionist analysis of ethnic minority parents’ fears of child welfare services

Contact Info

Product

Resources

About