Exploring Meaning-Making with Adolescents "Left Behind" by Migration

Autor/inn/en	Lykes, M. Brinton; Sibley, Erin
Titel	Exploring Meaning-Making with Adolescents "Left Behind" by Migration
Quelle	In: Educational Action Research, 21 (2013) 4, S.565-581 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2013.832346
Schlagwörter	Immigration; Adolescents; Foreign Countries; Parents; Attitude Measures; Participatory Research; Action Research; Indigenous Populations; Rural Areas; Workshops; Migrants; Middle School Students; Parent Child Relationship; Experience; Poverty; Family Structure; Guatemala + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Eltern; Forschungstätigkeit; Projektforschung; Sinti und Roma; Rural area; Ländlicher Raum; Lernwerkstatt; Schulung; Migrantin; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Erfahrung; Armut; Familienkonstellation; Familiensystem
Abstract	This paper focuses on a population that has received little attention in migration and in youth-related research: those "left behind" when parents migrate to the United States in search of a better life for their families. Findings presented here are drawn from two sets of workshops with Mayan youth participants in the Southern Quiché region of Guatemala who have been directly (one or both parents have migrated) or indirectly (friends, relatives or neighbors have migrated) affected by migration. Through participatory action research processes, we have found that youth report parents' departures in search of a better life for the family while also describing their yearning for them to return. Most viewed the United States as a discriminatory place where life is treacherous, including for their own family members. Despite this, they reported deep desires to migrate there. We discuss these findings in light of the direct and indirect messages that youth receive from their teachers who often discourage their dreams to journey north, and ourselves, participatory action researchers who work with their families in the United States and travel regularly to spend time with them in Guatemala. The strengths and challenges of participatory action research with this population are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10