Mobilising Capitals? Migrant Children’s Negotiation of their Everyday Lives at School

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This paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children’s role in the structuring of everyday life, the paper highlights migrant children’s strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic ‘other’ in school.

Source: British Journal of Sociology of Education Volume 30, Issue 5, 2009

Author(s):Dympna Devine
Publisher:Taylor & Francis Online
Publication Date:25 Aug 2009
Geographic Focus:Ireland
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