Following Derrida’s and Laclau’s approach for meaning deconstruction (e.g., Derrida, 1985; Laclau & Mouffe, 1985), I aim at understanding the phenomenon of school failure by deconstructing it through the reflection of South-North migration, and reconstructing it with contributions from the studies about intersectionality. The idea that school failure is related to oppression, domination and discrimination is not new (see, for instance, Dubet & Martucelli, 1998; Reay, 2010). The same relations are found in the experience of being an immigrant from the Global South into the Global North (e.g., Delanty et al., 2011).
My research builds on the concept of intersectionality (see Crenshaw, 1989, 1993) as an analytical framework to study school failure. Intersectionality sustains the idea that different aspects of an individual or a group are not mutually exclusive. Multiple individual or collective aspects, or traits, intersect to create a whole that is distinct from each of the isolated components of the individual or the group’s identity. Intersectionality, thus, describes overlapping or intersecting social identities (e.g., ethnicity and gender) and their relation to systems of oppression, domination, or discrimination. However, instead of solely investigating different aspects of the identity of a particular group and how they intersect, I study the intersections of two different phenomena – school failure and South-North migration – to expand the spectacles in the exploration of the first phenomenon. This research, therefore, renders another perspective to comprehend school failure by deconstructing it through the life experience of being ‘different’, ‘other’, ‘outsider’.
Both phenomena are based on objectivities and subjectivities. In the objective dimension, they encompass indicators, classifications, bureaucracy, which are manifested, for instance, by visa and language skills (or their lacking) in the migration case, and by school records and achievements in the educational trajectory. The objectivity, however, is punctured by one’s own experience of failure, which could incorporate bullying, depression, anxiety, stress, isolation, exclusion. Thus, the objective and the subjective dimensions of both phenomena cannot be separated.
Bourdieu’s ideas of cultural (and school) capital, habitus, and the dominant and arbitrary conditions of the social space provide a valuable framework for such investigation (e.g., Bourdieu, 1986, 1995, 1998; Bourdieu & Passeron, 1970). The school failure, as presented by Bourdieu, is a result of the incompatibility between cultural background of the pupil and the school culture, which privileges the dominant groups. A similar logic could be applied to migration when the original culture is incompatible with the culture of the host country. Additionally, it is likely that symbolic violence is used in both cases. Bourdieu, however, does not take into account the coloniality immersed in social relations. Thus, I incorporate the coloniality of power and post-colonial discourses about ‘otherness’ (e.g., Quijano, 2000; Spivak, 1994) to compose the theoretical frame of my research. I also take into account discussions on identity and belonging (e.g., Giddens, 1999).
My research questions are: 1) to which extent can we use the concept of intersectionality to study two different phenomena?; 2) what is the actual situation of school failure in Brazil and how is it perceived by school actors?; 3) which subsidies does the ‘otherness’ experienced by an immigrant from the Global South in the Global North offer to comprehend school failure?; 4) how can school failure be reconstructed upon its intersectionality with South-North migration?