Session Information
14 ONLINE 25 A, The Role of Families, Communities, and Policy in Migrant Students' Inclusion
Symposium
MeetingID: 874 1391 0090 Code: GRMm0y
Contribution
Children, who are first and second generation migrants, grow up in social fields in communities that are often characterised by a high degree of transnationality. However, international experiences of these children are often inadequately accommodated in schools. This paper, presenting a case study from a Danish school, explores the roles that transnational social anchors (Grzymala-Kazlowska, 2016, 2018) can play in the lives of children who grow up in transnational social fields (Levitt 2009; Schiller 2008) and how transnational social anchors and experiences can be subject to processes of inclusion and exclusion in schools. Finally, the paper considers the potential of basing inclusive school initiatives on children's transnational experiences and competences shaped by their engagement with transnational communities. The paper builds, theoretically, on the notion that various models of integration often fall short in taking transnational ties, networks and experiences into account, when addressing the inclusion of so-called first and second generation migrant children into school. By way of countering such shortcomings, this paper adopts a theoretical basis, which is informed by social anchoring theory (Grzymala-Kazlowska, 2016, 2018) and transnational theory (Levitt 2009; Schiller 2008). The empirical point of departure of the paper is interview transcripts, notes from field conversations and observations generated in 2019-20 by the author during fieldwork in a primary school in Denmark as part of the MiCREATE project. The majority of the children in the school have a migration background. The paper aims at contributing to the symposium by offering new understandings of processes of inclusion and exclusion of experiences and competences rooted in transnational communities, as well as reflections on the utility of such experiences and competences in the inclusive endeavors of schools.
References
Grzymala-Kazlowska, A. (2016). Social Anchoring: Immigrant Identity, Security and Integration Reconnected? Sociology, 50(6), 1123-1139. doi:10.1177/0038038515594091 Grzymala-Kazlowska, A. (2018). From connecting to social anchoring: adaptation and 'settlement' of Polish migrants in the UK. Journal of Ethnic and Migration Studies, 44(2), 252-269. doi:10.1080/1369183X.2017.1341713 Levitt, Peggy (2009), 'Roots and Routes: Understanding the Lives of the Second Generation Transnationally', Journal of Ethnic and Migration Studies, 35 (7), 1225-42. Schiller, Nina Glick (2008), 'Beyond Methodological Ethnicity: Local and transnational Pathways of immigration incoroporation', Willy Brandt Series of Working Papers in International Migration and Ethnic Relations, 2.
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