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

Forbes, Joan; Sime, Daniela

doi:10.3390/educsci6030024

Cited by 13 publications

(17 citation statements)

References 21 publications

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“…Studies of child migrants in Europe, however, have focused explicitly on these issues because of the immediacy associated with “integrating” young people into schools and communities. They have explored young migrants' feelings of belonging, social construction of identities, and their reflexivity in social positionings (see Forbes & Sime, ; Moskal & Tyrrell, ; Ní Laoire et al, ; Ross, ; Sime & Fox, ; Tyrrell et al, ).…”

Section: Multiple Belongings and Ruptures: Experiences Of Cee 15 Genmentioning

confidence: 99%

Belonging in Brexit Britain: Central and Eastern European 1.5 generation young people's experiences

Tyrrell

Sime

Kelly

et al. 2018

Population Space and Place

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In this paper, we examine the experiences of young people born in Central and Eastern Europe (CEE) who are part of the 1.5 migrant generation living in "BrexitBritain." We focus on two key themes: (a) young people's feelings of belonging to Britain, their countries of birth and Europe, and the ways in which these have been impacted by the EU Referendum result; (b) young people's future plans, in an intergenerational context, with particular regard to their feelings of belonging and the ruptures of migration and Brexit. Britain's decision to leave the EU caused uncertainty for CEE 1.5 generation young people at a time when many of them were consciously reflecting on their beings, becomings, and belongings. The majority of young people asserted a sense of belonging to Britain whilst simultaneously feeling a sense of "inbetween-ness." Many young people wanted to remain living in Britain, at least in the short term, and felt a sense of belonging to Britain. Our focus on the potential intergenerational impact of Brexit suggests that CEE young people and parents may view possibilities for the future differently; we examine some of the key reasons for these differences from the young people's perspectives. KEYWORDS 1.5 generation, Brexit, Central and Eastern Europe, migration, young people 1 | INTRODUCTION "Brexit means Brexit," the Prime Minister, Theresa May, famously declared in the aftermath of the EU Referendum in June 2016. At the time of writing, in June 2018, Britain has triggered Article 50, and negotiations on Britain's exit from the EU are ongoing. However, the public is still unclear over the details of what kind of relationship Britain will have with the EU once it leaves in March 2019, if the agreed period of negotiations is not extended by agreement with the EU member states. What has become clear, in the time since the 2016 Referendum, is that Brexit is very likely to have significant implications not just for Britain's place in Europe, but also for its demographic makeup and promoted national identity. A significant aspect in the build-up to the Brexit Referendum was the debate on immigration. Questioning the exclusively economic explanation for the majority pro-Brexit vote, Virdee and McGeever (2017) examine the discursive dimensions of the Leave campaign and show how this was built on a narrative which aimed to reinstate the sovereign will of the British people, exemplified through slogans such as "Let's take back control." Indeed, the Leave campaign led by both the UKIP party and sections of the Conservative party focused on a politics of reasserting Britishness as an identity which must be preserved and reasserted in the face of the threat of increasing immigration. Virdee and McGeever (2017) call this a politics of nationalist resentment, which comes in a long history of racialised identities constructed in relation to migrants and feelings of national belonging, and debates on who has a right to belong. StockerThis is an open access article under the terms of the Creative Commons Attribution Licen...

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Section: Multiple Belongings and Ruptures: Experiences Of Cee 15 Genmentioning

confidence: 99%

Belonging in Brexit Britain: Central and Eastern European 1.5 generation young people's experiences

Tyrrell

Sime

Kelly

et al. 2018

Population Space and Place

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“…Relevant to the number of new Scots potentially being educated in the private sector, a high proportion of these inward-migrants have the necessary income to cover school fees: 'migrants who come to Scotland tend to be well educated and highly skilled, help raise productivity and contribute to government revenue' (Scottish Government (SG), 2018, p. 16;SG, 2020a). Some of these newly arrived families to Scotland are part of a globally mobile group of professionals who move to take up higher level positions across a range of sectors (Maxwell and Yemini, 2019): finance (including international banking), business, law and public administration, education (including higher education), IT, oil-and-gas, and the National Health Service in Scotland (Forbes and Sime, 2016).…”

Section: Migration Trendsmentioning

confidence: 99%

ELITE GIRLS’ 21^STCENTURY SCHOOLING IN SCOTLAND: HABITUS CLIVÉ IN A SHIFTING LANDSCAPE

Forbes

Maxwell

McCartney

2020

British Journal of Educational Studies

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Our paper analyses data from four Heads of elite fee-charging girls' schools in Scotland, focusing on how two social landscape changes -changing pupil demographics and pressures on schools' charitable status -may have reshaped the schools' institutional habitus. Following Bourdieu, we examine this question through the concept of habitus clivé. Shifting national-scale demographics and institutional pressures to fill expensive pupil places has generated a more diverse student population both in terms of academic ability and cultural background. Maintaining charitable status has, in turn, involved opening their space to non-school others, and developing interactions with the broader community. Insights are offered on how, despite these significant changes, schools' current habitus commitments continue to align with their founding principles, while also adapting to these new contextual realities, as they seek to ensure their girl pupil subjects can succeed in the 21 st century.

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“…One must have relationships with the 'right' people and therefore, be able to draw on the resources and assets generated through such relationships. Social capital can impact on pupils' access to various types of education, their aspirations and thus, their educational achievement (Forbes & Sime, 2016;Shahidul, Zehadul Karim, & Mustari, 2015). Putnam's work on civic engagement and social interaction in the USA culminated in a model of social capital that has been has been applied to a wide range of social research contexts, including education (e.g.…”

Section: Theories Of Capitalmentioning

confidence: 99%

Building Bonding and Bridging Capital through the ‘China Club’

Santoro

Cassidy²,

MacDonald

2017

International Journal of Adolescence and Youth

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Out-of-school activities offered to young people can be discrete activities, completely divorced from school life and school curriculum, or they can offer extensions to normal school curriculum. This article reports on an ethnographic case study that investigated the effectiveness of a particular out-of-school activity, the 'China Club'. It offered secondary school pupils in the West of Scotland opportunities to learn about Mandarin language and Chinese culture, and facilitated the development of Bonding Capital between the group members and Bridging Capital between individual group members and people outwith the group. In working with those with whom they would not normally have engaged, and in visiting China as part of the 'China Club' , the young people's peer relationships were positively impacted upon, as was their willingness to take risks by moving beyond familiar and predictable social and learning environments to those that challenged and tested them, socially, and as learners.

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

Cited by 13 publications

References 21 publications

Belonging in Brexit Britain: Central and Eastern European 1.5 generation young people's experiences

Belonging in Brexit Britain: Central and Eastern European 1.5 generation young people's experiences

ELITE GIRLS’ 21^STCENTURY SCHOOLING IN SCOTLAND: HABITUS CLIVÉ IN A SHIFTING LANDSCAPE

Building Bonding and Bridging Capital through the ‘China Club’

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

Cited by 13 publications

References 21 publications

Belonging in Brexit Britain: Central and Eastern European 1.5 generation young people's experiences

Belonging in Brexit Britain: Central and Eastern European 1.5 generation young people's experiences

ELITE GIRLS’ 21STCENTURY SCHOOLING IN SCOTLAND: HABITUS CLIVÉ IN A SHIFTING LANDSCAPE

Building Bonding and Bridging Capital through the ‘China Club’

Contact Info

Product

Resources

About

ELITE GIRLS’ 21^STCENTURY SCHOOLING IN SCOTLAND: HABITUS CLIVÉ IN A SHIFTING LANDSCAPE