The (im)possible success of disadvantaged students. Reflections on education, migration and social change

Autores/as

  • Mariagrazia Santagati

DOI:

https://doi.org/10.7203/acs.40.29211

Palabras clave:

education-migration-society relationship, students of immigrant origin, school success

Resumen

The paper focuses on the ?unexpected pathways? of successful students with an immigrant background: these biographical routes, that seems socially impossible, raise theoretical issues around the individual-society, actor-structure relationship. Disadvantaged students who succeed represent a sociological challenge in the attempt to understand atypical situations and to identify the institutional processes and the structural opportunities that facilitate them, reducing ethnic inequalities in education. This framework is the starting point of the Su.Per. project (Success in educational pathways of students with immigrant background), based on the collection of written autobiographies of 65 immigrant students, attending upper secondary education in Northern Italy. The biographical approach allows to deepen the social change that derives from the positive impact of immigration on education. Within this interpretative perspective, the article underlines the contribute of the Su.Per. project to a new ?definition of the situation?, that considers possible the educational success of immigrant students, drawing new narratives and discourses on inequalities, but also giving voice and supports to disadvantaged students, and introducing them to a field of unforeseen possibilities.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

ALHEIT, P. (2005): “Stories and structures”. Studies in the Education of Adults, 37(2): 201-212.

APITZSCH, U. (1990), Migration und Biographie. Bremen: Habilitationsschrift.

APITZSCH, U., SIOUTI, I. (2014), Transnational Biographies. ZQF, 1-2, 11-23.

BOURDIEU, P. (1990), The logic of practice. Cam-bridge: Polity Press.

CRUL, M. et al. (2017): “The multiplier effect: how the accumulation of cultural and social capital explains steep upward social mobility of children of low-educated immigrants”. Ethnic and Racial Studies, 40 (2): 321-338.

KAO, G. and TIENDA, M. (1995): “Optimism and achievement: the educational performance of immigrant youth”. Social Science Quarterly, 76(1):1-19.

LAHIRE, B. (1994), Les raisons de l’improbable. Les forms populaires de la réussite à l’école élémentaire. In L’éducation prisonnière de la forme scolaire?, edited by Guy Vincent, 73-106. Lyon: PUL.

LAHIRE, B. (1995), Tableaux de familles. Heurs and malheurs scolaires en milieu populaires. Paris: Gallimard/Seuil.

LAHIRE, B. (2013), Dans les plis singuliers du social. Individus, institutions, socialisations. Paris: La Découverte.

MERCKLÉ, P. (2005): “Une sociologie des ‘irrégular-ités sociales’ est-elle possible?” Idees, la revue des sciences économiques et sociales, 142, décembre, pp. 22-29.

MERRILL, B. and WEST, L. (2009), Using Biograph-ical Methods in Social Research. London: Sage.

MERTON, R. K. (1971), La profezia che si autoav-vera. in Teoria e Struttura Sociale, II. Bologna: Il Mulino.

MORRICE, L. (2014): “The learning migration nexus: towards a conceptual understanding”. European Journal for Research on the Education and Learning of Adults, 5(2): 149-159.

OECD (2018), The resilience of students with an immigrant background: Factors that shape well being. Paris: OECD Publishing.

PORTES, A. and HAO, L. (2004): “The schooling of children of immigrants: contextual effects on the educational attainment of the second generation”. PNAS, 101(33),11920-7.

SANTAGATI, M. (2018): “Turning Migration Disadvantage into Educational Advantage. Autobiographies of Successful Students with an Immigrant Background”. Revista de Sociología de la Educación, 11(2), pp. 615-334.

SANTAGATI, M. and BERTOZZI, R. (2019), A bio-graphical evaluation of educational policies: the point of view of successful immigrant students (paper). Strasbourg: ESA Migration Midterm Conference.

STANLEY, L. (2010): “To the letter: Thomas and Znaniecki’s The Polish Peasant and writing a life, sociologically”. Life writing, 7(2), 139-151.

THOMAS, W.I. and THOMAS, D.S. (1928), “The Child in America. Behavior problems and programs”, Alfred A. Knopf, New York: chapter XIII “The Methodology of Behavior Study”, pp. 571-572.

THOMAS, W.I. and ZNANIECKI, F. (1918-20), The Polish Peasant in Europe and America. Boston: Richard G. Badger, The Gorham Press.

Descargas

Publicado

2024-07-12

Cómo citar

Santagati, M. (2024). The (im)possible success of disadvantaged students. Reflections on education, migration and social change. Arxius De Ciències Socials, (40). https://doi.org/10.7203/acs.40.29211
Metrics
Vistas/Descargas
  • Resumen
    29
  • PDF
    12

Número

Núm. 40 (2019)

Sección

Monográfico

Licencia

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Los autores y autoras ceden a la revista Arxius de Ciències Socials de la Universitat de València los derechos de reproducción en revistas científicas de los textos publicados. Asimismo, permiten al equipo de ACS distribuir estos contenidos en todas aquellas bases de datos científicas en la que se encuentre indexada esta, siempre que el objetivo de ello sea el de contribuir a ampliar la difusión del conocimiento científico.

Arxius de Ciències Socials apuesta firmemente por políticas de distribución de contenido en abierto. Los textos publicados en esta revista están –si no se indica lo contrario– bajo una licencia de Creative Commons. Las personas autoras  podrán reproducir sus artículos en otras publicaciones, mencionando en el nuevo texto que este ha sido previamente publicado en CGUV, adjuntando una cita completa al mismo.

Métrica