Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory

Autor/inn/en	Forbes, Joan; Sime, Daniela
Titel	Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory
Quelle	In: Education Sciences, 6 (2016), Artikel 24 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Social Capital; Immigrants; Educational Attainment; Poverty; Foreign Countries; Correlation; Power Structure; Public Policy; Socioeconomic Influences; Social Isolation; Well Being; Low Achievement; Children; Civil Rights; Social Justice; Policy Analysis + Suchen Sie Ihr Suchwort? Sozialkapital; Immigrant; Immigrantin; Immigranten; Bildungsabschluss; Bildungsgut; Armut; Ausland; Korrelation; Öffentliche Ordnung; Sozioökonomischer Faktor; Soziale Isolation; Well-being; Wellness; Wohlbefinden; Unterdurchschnittliche Leistung; Child; Kind; Kinder; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Gerechtigkeit; Politikfeldanalyse
Abstract	Currently, around one in five children in the United Kingdom and the United States live in poverty. This has a devastating effect on their wellbeing, education and broader socio-political participation, and life chances. In this paper, Scottish policy documentary data are used to discuss the effects of relations amongst categories of children in poverty, migrant child status, and academic under-attainment. The study draws on social capital and intersectionalities theory to explore some of the power and knowledge relations that are effects of policy statements. The paper concludes by suggesting that addressing the issues of poverty and educational under-attainment, including for migrant children, requires a policy strategy beyond education. Disconnections across social, cultural, and economic child policy need to be redesigned in order to change the very real socio-economic-cultural-political relations which policy produces; these relations can lead to either high levels of social participation and potential academic attainment of new arrival children or to their social exclusion. Accordingly, knowledge practices aiming to improve the socio-economic-cultural-political inclusion of migrant children make central the conditions and experiences constitutive of new migrants' lived social lives. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01