Divergent Paths, Same Destiny: A Bourdieusian Perspective on Refugee Families' Negotiation of Urban School Transition in the US

Autor/in	Li, Guofang
Titel	Divergent Paths, Same Destiny: A Bourdieusian Perspective on Refugee Families' Negotiation of Urban School Transition in the US
Quelle	In: European Journal of Education, 53 (2018) 4, S.469-480 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12300
Schlagwörter	Refugees; Educational Policy; Urban Schools; Second Language Learning; Second Language Instruction; Social Mobility; Land Settlement; Immigration; Social Change; Educational Change; Family Environment; Violence; Language Attitudes; Monolingualism; Academic Achievement; Family School Relationship; Social Capital + Suchen Sie Ihr Suchwort? Flüchtling; Politics of education; Bildungspolitik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Mobilität; Siedlungsraum; Sozialer Wandel; Bildungsreform; Familienmilieu; Gewalt; Sprachverhalten; Schulleistung; Sozialkapital
Abstract	This article documents five refugee families and their children's efforts to reestablish themselves in an urban school context in the US. A thematic analysis of the families' negotiation with the urban school system, the language programmes and their home engagement practices suggests that they were subjected to symbolic violence brought upon by the precarious context of reception, the monolingual ideologies and the hegemonic practices of the urban schools and resettlement policies and agencies. Such symbolic violence systematically fractured their language learning, educational success, and upward social mobility. Therefore, despite their divergent paths of immigration and resettlement, the children shared similar stories of system blockage, inertia, and fragmentation. These shared trajectories suggest the need for multi-layered changes to remove blockages in the education and immigration system, transform the dispositions and practices of the key players, including policy makers, school administrators and teachers, and raise critical consciousness among the refugees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01