ERIC Number: EJ1195782
Record Type: Journal
Publication Date: 2018-Dec
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-8211
EISSN: N/A
Divergent Paths, Same Destiny: A Bourdieusian Perspective on Refugee Families' Negotiation of Urban School Transition in the US
Li, Guofang
European Journal of Education, v53 n4 p469-480 Dec 2018
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.
Descriptors: 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
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A