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Umfang: 1 online resource (310 pages)

Ausgabe: 1st ed.

ISBN: 9783031633454

Serie: Young People and Learning Processes in School and Everyday Life Series ; v.8

Anmerkung: Intro -- Contents -- About the Editors -- Chapter 1: Introduction to Migrant Youth, Schooling, and Identity -- "Migrant Youth" and Schooling in Five National Contexts -- Schooling, Identity, and Precariousness -- Themes and Structure of the Book -- Relations, Interactions, and Divides -- Institutions, Policies, and Subjectivities -- Representations, Misrepresentations, and Counter-representations -- References -- Part I: Relations, Interactions, and Divides -- Chapter 2: "I'm No Longer Tough": School Motivation Among Minority Danish Boys -- Introduction -- Methods and Selection of Cases -- Understanding Patterns in Minority Ethnic Boys' Motivation for School -- Rationales, Illusios, and Figured Worlds -- Getting Serious: Waseem -- Withdrawing from the Group -- "There Was a Time When You Were the Sickest": Amir -- "Jumping Off" -- School Engagement, Support, and Positive Expectations -- Insisting, Positive Expectations -- Motivation, Illusio, and Figured Worlds -- Captured by the Illusio of the Street World -- "I'm No Longer Tough"-Disengaging from the Street World -- Conclusion -- References -- Chapter 3: Feeling the Squeeze: Affective Mediation of Parental Educational Expectations Among Low-SES Students from Immigrant Backgrounds -- Introduction -- Background and Research Aims -- Data and Methodological Considerations -- Findings -- Family Expectations and Support -- Negotiated Aspirations -- Educational and Affective Challenges -- Discussion and Conclusion -- References -- Chapter 4: Experiences and Challenges of Syrian Refugee Youth in Iceland -- Introduction -- Previous Research -- Theoretical Framework -- Method -- Findings -- Teachers' and Families' Support -- Challenges and Future Plans -- "Time Is an Effective Healer" -- Role of Religion and Culture -- Belonging, Social Contacts and Social Isolation -- Discussion and Conclusion. , References -- Chapter 5: Who Are Friends with Whom? Performative Boundary Work of Friendship in a Diverse Danish School -- Introduction -- Marking Boundaries of Similarity and Difference -- 'Danes' and 'Muslims' -- 'Danish Potatoes' -- Friendship as Performative Boundary Work -- Conclusions -- References -- Chapter 6: "It Is Even More Painful When You Can't Do Anything": Excavating the Details of How Schoolteachers Negotiate Challenging Situations Related to Ethnic Minority Students -- Introduction -- Memory Work-Inspired Group Interviews -- Empirical Data -- An Affective-Discursive Analytic Lens -- "I Can Also Relate to the Feeling" -- "It Was Really Because of the Language" -- Concluding Remarks -- References -- Chapter 7: On "Generation Blindness"-The New Third Generation of Racially Minoritized Danish Youth in School -- Introduction -- Methodology and Research Ethics -- The Nordic Exceptionalism and the Colour-Blind School: A Research Field and Context -- Teacher's Mis-Interpellations -- The Majority's Mis-interpellations -- Inter- and Intra-ethnic Mis-interpellations -- Concluding Notes on Generational Blindness -- References -- Chapter 8: Young, Queer, Migrant, and Racialized: Intersectional Perspectives on Social Pedagogical Work in Sweden -- Introduction -- Being a Young Queer of Color in a European Context -- Intersectional Aspects of Being a Young Queer of Color -- Methodological Considerations -- Talking About Social and Pedagogical Work with Young Queers of Color -- Being Young, a Person of Color, and Lgbtqia+, Positionings and Problematizations -- Interventions and Practice-The Necessity of Constructing Safe Spaces -- Concluding Discussion -- References -- Chapter 9: Doubly-Disadvantaged or Even Hidden Away: The Situation of Migrant and Refugee Children with Special Educational Needs and Disabilities -- Introduction -- Exploring Silences. , Exploring Layers of Complexity: Understanding What Happens to Children -- Being Disabled by Systems Designed for Mainstream Groups -- Home and School -- Policy Implementation -- Misunderstanding and Misplacement -- Different Backgrounds and Understandings -- Disabled Through Stigmatization-Tales of Invisibility -- Reflections -- References -- Part II: Institutions, Policies, and Subjectivities -- Chapter 10: Invisible Girls and Visible Boys at a Swedish Community School: How Children's Leisure Is Talked About in Terms of (Vulnerable) Places and Gender -- Introduction -- Institutionalised Leisure -- From Societal to Individual -- Gender and Place in (Parallel) Institutional Settings -- The Case -- The Risk of the Place -- The Invisible Girls and Visible Boys -- Discussion -- References -- Chapter 11: Do the "Right Thing" or the "Safe Thing"? Social Workers' Dilemma When Supporting Youth in Local Communities Affected by Criminals -- A Narrative Perspective on Intuitional Work -- Setting the Scene -- Method and Data -- Between a Rock and a Hard Place -- Discussion -- References -- Chaper 12: Teachers' Responses to Educational Policies for Newly Arrived Students with Limited School Background in Norway -- Introduction: Identifying the Key Issues -- Background: Upper-Secondary Education for Newly-Arrived Students -- Previous Research and Analytical/Theoretical Concepts -- Deficit- and Asset-Based Approaches to Education of NAMS -- The Concept of Inclusion in the Context of NAMS: Research About Organisation, Reception, and Learning -- Contextual Constraints and Opportunities Concerning the School, Transition Comprehensiveness, and Resources -- Qualitative Study in Two Schools -- Interviews with Teachers -- How Teachers Perceive, Identify, and Understand Students' Challenges and Opportunities. , Teachers' Experiences Regarding the Organisation of the Educational Programme -- Teachers' Experiences Regarding Contextual Constraints and Opportunities -- Analysis and Discussion -- Conclusion -- References -- Chapter 13: To Be and Not to Be: Students' Negotiations of School Categorizations -- Introduction -- Swedish as a Second Language -- Second Language Students as a Category -- Poststructuralism and Ethnography -- To Be and Not to Be a Second Language Student -- The Meaning of Origin in Relation to Language Proficiency -- (Un)normal Swedish -- Conclusions -- References -- Chapter 14: Plurilingual Youth's Negotiations of Linguistic Identity in Informal, Non-formal, and Formal Learning Spaces: A Multiple-Case Study from Iceland -- Plurilingual Students: Setting the Scene -- What Linguistic Identities Do Plurilingual Youth Assume Through Their Language Choices and Identity Negotiations? -- Findings: Language Choices, Linguistic Identities, Power Relations, and Identity Negotiations -- Language Choices in Formal, Non-formal, and Informal Learning Spaces -- Exerting Agency in Presenting Own Linguistic Repertoires -- Assuming Linguistic Identities Through Language Choices and Identity Negotiations -- Discussion: Embarking on Plurilingual Identities -- Conclusions: Plurilingualism Is a Power -- References -- Chapter 15: Family Language Policies and Linguistic Identities of Three Generations of Vietnamese in Iceland -- Introduction -- Literature Review -- Linguistic Identities -- Family Language Policies -- Methodology -- Findings -- Home Languages -- Multilingualism and Modes of Communication with Relatives and Friends -- Icelandic and Schooling -- Analysis of Linguistic Identities -- Discussion and Conclusion -- References -- Part III: Representations, Misrepresentations, and Counter-representations -- Chapter 16: 'It Doesn't Matter What I Do. , I Will Still Be Judged': The Construction of 'Established' and 'Outsider' in Idyllic Rural Sweden -- Woodland -- Growing Up and Becoming 'Respectable' in Rural Society -- The Established and the Outsiders -- The Community Context: Embracing Citizens and Shaping Respectability -- School Context and the (Re)shaping of Children -- Constructing the Outsider: Everyday Life in School-Age Educare -- Discussion and Conclusion -- References -- Chapter 17: Culturally Relevant and Sustaining Pedagogies: Theoretical Underpinnings, Practical Value and Implications for Teacher Education -- Introduction -- Theoretical Underpinnings of Culturally Relevant and Sustaining Pedagogies -- Practical Value and Criticism of Culturally Relevant and Sustaining Pedagogies -- The Significance of Appropriate Teacher Education for Securing a Culturally Sustaining Future -- References -- Chapter 18: Minority Identities on Display: Youth Experiences from Three Multicultural Events -- Introduction -- Multicultural Events: Historical Background -- Research on Contemporary Multicultural Events -- Participants and Data -- Three Telling Cases -- Greenlandic Inuit Culture on Display: The Case of Stoppested Verden -- Celebrating School Diversity: The Case of a Multicultural School Event -- Recognising Indigenous Culture: Sámi National Day at School -- Discussion -- Concluding Remarks -- References -- Chapter 19: Worst School in Town? Students in Disadvantaged Neighbourhoods Reclaiming Representations of Their School -- Introduction -- Background: School Segregation and Representation -- Notes on Methodological and Conceptual Framework -- The School as a Safe Heaven -- Relationships for Learning -- Conclusions -- References. , Chapter 20: Objects and Props in the Role of the Human: Ways in Which Theatre Performance Can Restore New Kinds of Visibility to Migrants and Refugees: War Maker Performance as an Example.

Weitere Ausg.: Print version: Hammarén, Nils Migrant Youth, Schooling and Identity Cham : Springer,c2024 ISBN 9783031633447

Sprache: Englisch