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From National Policies and Sentiments to Local Practices and Subjectivities: Mapping Immigrant Educational Identities in a Semi-Rural Locale.

Bracken, Seán (2014) From National Policies and Sentiments to Local Practices and Subjectivities: Mapping Immigrant Educational Identities in a Semi-Rural Locale. Sage Open, 4 (1). ISSN Online: 2158-2440

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Abstract

Given increased trends in globalization, there is a significant lacuna in identity research pertaining to rural or town settings and the impact that such locales have on pupils’ educational identities. The question remains as to whether notions of “othering,” or constraining subjectivities, are adopted and ascribed within schools among more recently arrived immigrant groups. Drawing on critical post-structuralist research, the following article illuminates how an assemblage of policies, power flows, performatives, personalities, bodily interactions, and spaces, operating within and outside of schools at particular times, combined to shape minority ethnic pupils’ social and educational identities in two English primary schools located in a West-Midlands town.

Item Type: Article
Additional Information:

Open Access journal article.

Uncontrolled Keywords: education, social sciences, disparities, diversity and multiculturalism, language, curriculum, English as an additional foreign language, Deleuze, Critical Race Theory, pupil identity
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Academic Departments > Institute of Education
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Copyright Info: Creative Commons Attribution License
Depositing User: Sean Bracken
Date Deposited: 28 Jul 2014 14:22
Last Modified: 29 Jul 2014 07:45
URI: https://eprints.worc.ac.uk/id/eprint/3290

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