Whiteness, Citizenship of Class and Educational Privilege of Eastern European Pupils in British Schools

Autor/inn/en	Hayes, Aneta; Shain, Farzana
Titel	Whiteness, Citizenship of Class and Educational Privilege of Eastern European Pupils in British Schools
Quelle	In: Whiteness and Education, 8 (2023) 1, S.82-100 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayes, Aneta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-3406
DOI	10.1080/23793406.2021.2013130
Schlagwörter	Foreign Countries; Whites; Racial Identification; Racial Factors; Social Class; Citizenship; Power Structure; Advantaged; Foreign Students; Parent Background; Immigrants; Middle Class; Social Mobility; Student Experience; Economic Factors; Problems; Semiskilled Workers; United Kingdom (Great Britain); Europe; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; White; Weißer; Social classes; Soziale Klasse; Staatsbürgerschaft; Elternhaus; Immigrant; Immigrantin; Immigranten; Mittelschicht; Soziale Mobilität; Studienerfahrung; Ökonomischer Faktor; Problemsituation; Semi-skilled worker; Semi-skilled workers; Semiskilled worker; Ungelernter Arbeitnehmer; Angelernter Arbeitnehmer; Europa
Abstract	This paper deconstructs ways in which the white 'race' of Eastern European pupils and the class determination of their parents in the country of arrival combine to either afford or deny them racialised privileges in British education. Critically reviewing published research on Eastern European pupils in British schools, this article concludes that past understandings of 'white middle-class privilege', developed mostly in research about white middle-class nationals, cannot be applied in the same way to white-middle class migrants. This paper shows that the class and race of white middle-class migrants become re-articulated in school contexts in ways that suggest that, despite being white and middle-class in their home countries, Eastern Europeans cannot be fully white and middle class in the migration setting. Based on these insights, we offer an analytical frame for theorising this observed conundrum, making a contribution to sociology of education, race and migration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01