Abstract (may include machine translation)
Long before the rise of broader multicultural debates and policies, the literature began to highlight the fact that educational systems are sites of social reproduction that offer unequal access to socially relevant knowledge to different socioethnic groups. By providing knowledge and skills to youths who differ in a number of social and cultural grounds, schooling largely determines young people’s later position in the labour market and general social status. Furthermore, schools facilitate and constrain young people’s paths to shaping their identities, community ties and career aspirations. Several cross-country comparative studies, such as the EDUMIGROM research programme, have revealed that ethnic, religious, linguistic minority youths often face varied forms of exclusion. The hopes and ambitions to escape from the discriminatory implications of ethnic ‘otherness’ and the frequently accompanying socioeconomic disadvantages greatly impact minority youths’ educational careers. Educational systems and schools are differently positioned to respond to these ambitions (Crossley and Broadfoot 1992). One can argue that educational systems and their services demonstrate the quality of thinking regarding social diversity and inclusion in societies.
Original language | English |
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Title of host publication | Migrant, Roma and Post-Colonial Youth in Education Across Europe |
Subtitle of host publication | Being 'Visibly Different' |
Editors | Julia Szalai, Claire Schiff |
Publisher | Palgrave Macmillan |
Pages | 84-100 |
Number of pages | 17 |
ISBN (Electronic) | 9781137308634 |
ISBN (Print) | 9781137308627 |
DOIs | |
State | Published - 2014 |