Linguistic ethnography and immigrant youth’s social lives in the liminal interludes of schooling

IF 1.1 0 LANGUAGE & LINGUISTICS International Journal of the Sociology of Language Pub Date : 2023-01-01 DOI:10.1515/ijsl-2022-0033
I. García-Sánchez
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Abstract

Abstract In this paper, I examine how liminal spatio-temporal contexts both afford and constrain how immigrant children navigate their social lives in educational settings. Liminal schooling contexts have largely been unexamined in micro-ethnographic approaches to schooling, despite the potential of these contexts for illuminating the educational lives of youth. Shifting the ethnographic lens to the interactions occurring in seemingly liminal schooling contexts (in between ratified activities, in between ratified places, etc.) reveal heightened forms of behavior at the extremes of a continuum ranging from empathy/inclusion to violence/exclusion. On the one hand, liminality can render immigrant youth more vulnerable to racialized bullying, including verbal and physical aggression, since many of the institutional protections that apply in ratified schooling contexts are in abeyance. On the other hand, liminal contexts also allow for displays of support and empathy that can lead to the development of cross-ethnic peer friendships, which can happen when social-ethnic boundaries and hierarchies that are reproduced in more central contexts are relaxed. This paper builds on a linguistic ethnography documenting the social lives of Moroccan immigrant children in a Southwestern Spanish town. Using videoanalysis and ethnographic methods in discourse analysis, I focus on videotaped interactions between immigrant students and their Spanish counterparts taking place in the interstices of school life – when students are walking between buildings, in the fringes/corners of the schoolyard, in between classes … etc. The long-term ethnography allows me to examine the interactions occurring in these liminal contexts in relation to institutional culture and to the relational history between children. This paper calls for examining youth’s schooling experiences more holistically. What happens in liminal contexts is crucial to achieving educational equity in the 21st century: it can, for example, undermine progressive curricular efforts and can have positive/negative implications for immigrant youth’s enduring feelings of belonging and educational enfranchisement.
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语言民族志与移民青年的社会生活在学校教育的有限间隙
在本文中,我研究了阈限时空背景如何提供和限制移民儿童如何在教育环境中导航他们的社会生活。尽管这些背景有可能照亮青年的教育生活,但在微观人种学的学校教育方法中,阈限学校教育背景在很大程度上没有得到检验。将民族志的镜头转移到看似有限的学校环境中发生的互动(在批准的活动之间,在批准的地方之间,等等),揭示了从同情/包容到暴力/排斥的连续体的极端行为形式。一方面,限制可能使移民青年更容易受到种族欺凌,包括言语和身体攻击,因为许多适用于批准的学校环境的制度保护被搁置。另一方面,阈限环境也允许支持和同情的展示,这可能导致跨种族同伴友谊的发展,当在更中心的环境中再现的社会种族界限和等级制度被放松时,就会发生这种情况。这篇论文建立在记录西班牙西南部城镇摩洛哥移民儿童社会生活的语言民族志的基础上。在话语分析中,我使用视频分析和民族志方法,重点关注移民学生和西班牙学生之间发生在学校生活间隙的互动录像——当学生在建筑物之间行走时,在校园的边缘/角落里,在课间……等等。长期的民族志使我能够研究在这些与制度文化和儿童之间的关系历史有关的有限背景下发生的相互作用。本文呼吁对青少年求学经历进行更全面的考察。在阈值环境中发生的事情对于在21世纪实现教育公平至关重要:例如,它可能破坏进步的课程努力,并可能对移民青年持久的归属感和教育权利产生积极/消极的影响。
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来源期刊
International Journal of the Sociology of Language
International Journal of the Sociology of Language Arts and Humanities-Language and Linguistics
CiteScore
2.30
自引率
0.00%
发文量
66
期刊介绍: The International Journal of the Sociology of Language (IJSL) is dedicated to the development of the sociology of language as a truly international and interdisciplinary field in which various approaches – theoretical and empirical – supplement and complement each other, contributing thereby to the growth of language-related knowledge, applications, values and sensitivities. Five of the journal''s annual issues are topically focused, all of the articles in such issues being commissioned in advance, after acceptance of proposals. One annual issue is reserved for single articles on the sociology of language. Selected issues throughout the year also feature a contribution on small languages and small language communities.
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