DOI QR코드

DOI QR Code

Liminal but Competent: Latin American Migrant Children and School in Australia

  • 투고 : 2011.11.01
  • 심사 : 2012.01.20
  • 발행 : 2012.02.28

초록

Indisputably school is the main institution that socialises migrant children into the culture of their new country. Through school they learn the new language and customs, which will enable them to become cultural brokers between the new cultural world and their families. During this process migrant children often transit a liminal terrain where their roles and identity become at the same time diverse and ambivalent. Despite the challenges involved these children often become experts in juggling different cultures, environments and expectations. This study explores the experiences of Latin American children and their families as they start primary school in Australia.

키워드

참고문헌

  1. Australian Bureau of Statistics. (2008). The people of Australia: Statistics from the 2006 census. Canberra: Department of Immigration and Citizenship. Retrieved from www.immi.gov.au/media/publications/statistics/comm.../source.htm.
  2. Adams, L., & Kirova, A. (Eds.). (2007). Global migration and education: Schools, children and families. New Jersey, London: Lawrence Erlbaum Associates
  3. Bak, M., & von Bromssen, K. (2010). Interrogating childhood and diaspora through the voices of children in Sweden. Childhood, 17(1), 113-128. https://doi.org/10.1177/0907568209352938
  4. Beraldi, C. (Ed.). (2006). Education and intercultural narratives in multicultural classrooms. Rome: Offizina Edizioni.
  5. Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5-34.
  6. Brooker, L. (2005). Learning to be a child: Cultural diversity and early years ideology. In N. Yelland (Ed.), Critical issues in early childhood education (pp.115-130). Maidenhead: Open University Press.
  7. Cheng, L., & Butler, K. (1989). Code switching: A natural phenomenon versus language deficiency. World Englishes, 8(3), 292-309.
  8. Christopoulou, N., & de Leeuw, S. (2004). Home is where the heart is: Family relations of migrant children in media clubs in six European countries. Children in communication about migration (CHICAM). Retrieved from www.chicam.org/reports/index.html
  9. Collins , J., Reid, C., Fabiansson, C., & Healey, L. (2010). Tapping the pulse of youth in cosmopolitan South-Western and Western Sydney. Retrieved from www.immi.gov.au/media/publications/.../tapping-pulse-youth.pdf
  10. De Block, L., & Buckingham, D. (2007). Global children, global media: Migration, media and childhood. Basingstoke: Palgrave Macmillan.
  11. Department of Education and Training (DET). (2010). Students from language backgrounds other than English. Sydney: New South Wales (NSW) Department of Education and Training. Retrieved from https://www.det.nsw.edu.au/about-us/.../key-statistics-and-reports.
  12. Devine, D. (2007). Immigration and the enlargement of children's social space in school. In H. Zeiher, D. Devine, A. T. Kjørholt & H. Strandell (Eds.), Flexible childhood? Exploring children's welfare in time and space. Odense: University Press of Southern Denmark.
  13. Devine, D. (2009). Mobilising capitals? Migrant children's negotiation of their everyday lives in school. British Journal of Sociology of Education, 30(5), 521-535. https://doi.org/10.1080/01425690903101023
  14. Dockett, S., & Perry, B. (2005). Starting school in Australia is 'a bit safer, a lot easier and more relaxing': Issues for families and children from culturally and linguistically diverse backgrounds. Early Years: An International Journal of Research and Development, 25(3), 271-281. https://doi.org/10.1080/09575140500251889
  15. Duchesne, S. (1996). Parental beliefs and behaviour in relation to schooling. (Ph.D. ), Macquarie University, Sydney.
  16. Eskner, J., & Orellana, M. (2005). Liminality as linguistic process: Immigrant youth and experiences of language in Germany and the United States. In J. Knörr & A. Nunes (Eds.), Childhood and migration: From experience to agency. Bielefeld & Somerset, NJ: Transcript and Transaction Publishers
  17. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Transaction.
  18. Guo, K. (2005). Developing in a new languagespeaking setting. Australian Journal of Early Childhood, 30(3), 39-44.
  19. Katz, I., & Redmond, G. (2009). Review of the circumstances among children in immigrant families in Australia. Innocenti Working Paper (Vol. 2009-12). Florence: UNICEF Innocenti Research Centre.
  20. Lam, M. S., & Pollard, A. (2006). A conceptual framework for understanding children as agents in the transition from home to kindergarten. Early Years: Journal of International Research & Development, 26(2), 123-141. https://doi.org/10.1080/09575140600759906
  21. Laosa, L. M. (1999). Intercultural transitions in human development and education. Journal of Applied Developmental Psychology, 20(3), 355-406. https://doi.org/10.1016/S0193-3973(99)00023-4
  22. Liddicoat, A. J. (2009). Evolving ideologies of the intercultural in Australian multicultural and language education policy. Journal of Multilingual and Multicultural Development, 30(3), 189 - 203. https://doi.org/10.1080/01434630802369429
  23. Lopez, R. (2005). Hispanics in Australia: An imagined community of communities. Journal of Iberian and Latin American Studies, 11(1), 103-110. https://doi.org/10.1080/13260219.2005.10426810
  24. Luykx, A. (2005). Children as socializing agents: Family language policy in situations of language shift. Paper presented at the 4th International Symposium on Bilingualism.
  25. MacNaughton, G. (2001). Silences and subtexts of immigrant and nonimmigrant children. Childhood Education, 78(1), 30-36. https://doi.org/10.1080/00094056.2001.10521683
  26. Mansouri, F., & Kamp, A. (2007). Structural deficiency or cultural racism: The educational and social experiences of Arab-Australian youth. Australian Journal of Social Issues, 42(1), 87-102. https://doi.org/10.1002/j.1839-4655.2007.tb00041.x
  27. Mansouri, F., & Trembath, A. (2005). Multicultural education and racism: The case of Arab-Australian studentsin contemporary Australia. International Education Journal, 6(4), 516-529.
  28. Matthews, J. (2008). Schooling and settlement: Refugee education in Australia. International Studies in Sociology of Education, 18(1), 31-45. https://doi.org/10.1080/09620210802195947
  29. Millar, N. (2011). Korean children's cultural adjustment during transition to the early years of school in Australia. Australasian Journal of Early Childhood, 36(3), 10-18.
  30. Monzo, L. D., & Rueda, R. (2009). Passing for English fluent: Latino immigrant children masking language proficiency. Anthropology & Education Quarterly, 40(1), 20-40. https://doi.org/10.1111/j.1548-1492.2009.01026.x
  31. Nukaga, M. (2008). The underlife of kids' school lunchtime negotiating ethnic boundaries and identity in food exchange. Journal of Contemporary Ethnography 37(3), 342-380.
  32. Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A culturalecological theory of school performance with some implications for education. Anthropology and Education Quarterly, 29(2), 155-188. https://doi.org/10.1525/aeq.1998.29.2.155
  33. Orellana, M., Dorner, L., & Pulido, L. (2003). Accessing assets: Immigrant youth's work as family translators or "para-phrasers". Social Problems, 50(4), 505-524. https://doi.org/10.1525/sp.2003.50.4.505
  34. Orellana, M. F., Thorne, B., Chee, A., & Lam, W. S. E. (2001). Transnational childhoods: The participation of children in processes of family migration. Social Problems, 48(4), 572-591. https://doi.org/10.1525/sp.2001.48.4.572
  35. Qin, D. B. (2006). "Our child doesn't talk to us anymore": Alienation in immigrant Chinese families. Anthropology and Education Quarterly, 37(2), 162-179. https://doi.org/10.1525/aeq.2006.37.2.162
  36. Sam, D. (2006). Acculturation of immigrant children and women. In D. Sam & J. Berry (Eds.), The Cambridge handbook of acculturation psychology. Cambridge Cambridge University Press.
  37. Sanagavarapu, P. (2010). What does cultural globalisation mean for parenting in immigrant families in the 21st century? Australasian Journal of Early Childhood, 35(2), 36-42
  38. Sanagavarapu, P., & Perry, B. (2005). Concerns and expectations of Bangladeshi parents as their children start school. Australian Journal of Early Childhood, 30(3), 45-57.
  39. Santoro, N. (2009). Teaching in culturally diverse contexts: What knowledge about 'self' and 'others' do teachers need? Journal of Education for Teaching, 35(1), 33-45. https://doi.org/10.1080/02607470802587111
  40. Smokowski, P. R., Rose, R., & Bacallao, M. L. (2008). Acculturation and Latino family processes: How cultural involvement, biculturalism, and acculturation gaps influence family dynamics. Family Relations, 57(3), 295-308. https://doi.org/10.1111/j.1741-3729.2008.00501.x
  41. Spolsky, B. (1999). Second-language learning. In J. Fishman (Ed.), Handbook of language and ethnic identity (pp. 181-192). Oxford: Oxford University Press.
  42. Department of Education and Training (DET). (2010). Students from language backgrounds other than English. Sydney: New South Wales (NSW) Department of Education and Training. Retrieved from https://www.det.nsw.edu.au/about-us/.../key-statistics-andreports
  43. Suarez-Orozco, C., & Suarez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
  44. Turner, V. (1967). The forest of symbols: Aspects of Ndembu ritual. Ithaca, N.Y.: Cornell University Press.
  45. Turner, V. (2002). Passages, margins and poverty: Religious symbols of communitas. In J. Vincent (Ed.), The anthropology of politics: A reader in ethnography, theory and critique (pp. 96-101). Oxford: Blackwell Publishing.
  46. van Oudenhoven, J. P. (2006). Immigrants. In D. Sam & J. Berry (Eds.), The Cambridge handbook of acculturation psychology. Cambridge: Cambridge University Press.
  47. Vandenbroeck, M. (2001). The view of the jeti. The Hague: Bernard Van Leer Foundation.
  48. Vedder, P., & Horenczyk, G. (2006). Acculturation and the school. In D. Sam & J. S. Berry (Eds.), The Cambridge Handbook of Acculturation Psychology. Cambridge: Cambridge University Press.
  49. Zhou, M. (1997). Segmented assimilation: Issues, controversies, and recent research on the new second generation. International Migration Review, 31, 975-1008. https://doi.org/10.2307/2547421

피인용 문헌

  1. Confronting School: Immigrant Families, Hope, Education vol.11, pp.3, 2017, https://doi.org/10.1080/15595692.2016.1238356
  2. Food and the challenge to identity for post-war refugee women in Australia vol.22, pp.4, 2017, https://doi.org/10.1080/1081602X.2017.1314221
  3. Community Volunteer Support for Families With Young Children: Protocol for the Volunteer Family Connect Randomized Controlled Trial vol.7, pp.7, 2018, https://doi.org/10.2196/10000
  4. “Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework pp.2210-5328, 2019, https://doi.org/10.1007/s13384-019-00302-w
  5. Diversity in Teaching and Learning: Practitioners' Perspectives in a Multicultural Early Childhood Setting in Australia vol.40, pp.1, 2015, https://doi.org/10.1177/183693911504000110
  6. When Authenticity Goes Missing: How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds vol.11, pp.1, 2012, https://doi.org/10.3390/educsci11010032