Immigration and the Ambivalence of the School: Between Inclusion and Exclusion of Migrant Youth

Autor/inn/en	Ribeiro, Norberto; Malafaia, Carla; Neves, Tiago; Menezes, Isabel
Titel	Immigration and the Ambivalence of the School: Between Inclusion and Exclusion of Migrant Youth
Quelle	In: Urban Education, 54 (2019) 9, S.1290-1318 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916641172
Schlagwörter	Inclusion; School Role; Immigrants; Equal Education; Foreign Countries; Parent Attitudes; Teacher Attitudes; Social Integration; Educational Environment; Secondary School Students; College Students; Citizen Participation; Citizenship; Adolescents; Young Adults; Urban Areas; Social Discrimination; Gender Differences; Portugal (Lisbon); Angola; Brazil + Suchen Sie Ihr Suchwort? Inklusion; Immigrant; Immigrantin; Immigranten; Ausland; Elternverhalten; Lehrerverhalten; Soziale Integration; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sekundarschüler; Collegestudent; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Staatsbürgerschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Urban area; Stadtregion; Soziale Benachteiligung; Soziale Schließung; Geschlechterkonflikt; Brasilien
Abstract	This article examines the perceptions of young migrants (and non-migrants), their parents, and teachers to discuss whether the school is a device of inclusion or a device of exclusion that produces inequalities. It presents qualitative and quantitative data collected in the urban areas of Lisbon and Porto. First, we analyze data from 14 focus groups, involving 94 participants, and 12 interviews. Second, we consider survey data from a sample of 1,010 youngsters of Portuguese, Angolan, and Brazilian origin. Findings suggest the school plays an ambivalent role; however, participants emphasize mostly its discriminatory and segregating role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01