Mobilising capitals? Migrant children's negotiation of their everyday lives in school
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|Title:||Mobilising capitals? Migrant children's negotiation of their everyday lives in school||Authors:||Devine, Dympna||Permanent link:||http://hdl.handle.net/10197/6395||Date:||Sep-2009||Online since:||2015-02-23T11:55:25Z||Abstract:||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.||Type of material:||Journal Article||Publisher:||Taylor and Francis||Journal:||British Journal of Sociology of Education||Volume:||30||Issue:||5||Start page:||521||End page:||535||Copyright (published version):||2009 Taylor and Francis||Keywords:||Migrant children; Agency; Identities; Social capital; Cultural capital||DOI:||10.1080/01425690903101023||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Education Research Collection|
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