Places of Civic Belonging among Transnational Youth

Autor/in	Keegan, Patrick
Titel	Places of Civic Belonging among Transnational Youth
Quelle	(2017), (202 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-1789-1
Schlagwörter	Hochschulschrift; Dissertation; Citizen Participation; Youth; Immigrants; High School Students; Public Schools; Citizenship; Foreign Countries; Family School Relationship; Interviews; Focus Groups; New York (New York); Guinea; Gambia; Senegal; Yemen; Bangladesh; Dominican Republic + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Jugend; Jugendlicher; Jugendalter; Immigrant; Immigrantin; Immigranten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Staatsbürgerschaft; Ausland; Interviewing; Interviewtechnik; Jemen; Bangladesch; Dominikanische Republik
Abstract	This dissertation study investigated how immigrant youth attending two different high schools for late-arrival immigrants in New York City constructed civic belonging by attending to their everyday enactments of citizenship across the contexts of school, neighborhood and home. Civic belonging refers to the embodied social practices by which immigrant youth cultivate social trust and construct an emotional connection to particular communities and places. In conducting this research, I utilized a critical visual research methodology, as well as interviews and focus groups. Data was collected from 10 immigrant youth from Guinea, the Gambia, Senegal, Yemen, Bangladesh and the Dominican Republic. My findings were that participants constructed civic belonging in school by creating social trust that bridged cultural, religious, linguistic, and ethnic differences. In their neighborhoods, their civic belonging was restricted by a politics of belonging that created distrust and misrecognition of their cultural and religious identities. Finally, my participants constructed civic belonging in relation to their understandings of home. Family relationships mediated their civic belonging by reinforcing home country ties. This study has implications for how public schools can better educate immigrant youth as citizens who build solidarity with diverse others and work towards a common good. This is critical in today's world that is more connected through the movement of people, and yet, where many nation-states seek to limit the rights of immigrants to belong within their borders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01