Migrant Youth from West African Countries Enacting Affective Citizenship

Autor/in	Keegan, Patrick
Titel	Migrant Youth from West African Countries Enacting Affective Citizenship
Quelle	In: Theory and Research in Social Education, 47 (2019) 3, S.347-373 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2019.1611514
Schlagwörter	Migrants; Citizen Participation; Muslims; Fear; High School Students; Urban Schools; Social Studies; Emotional Response; Affective Behavior; Civics; Teacher Student Relationship; Peer Relationship; Student Mobility; Late Adolescents; Foreign Countries; Photography; Caring; New York (New York); Guinea; Senegal; Gambia + Suchen Sie Ihr Suchwort? Migrantin; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Muslim; Muslimin; Furcht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gemeinschaftskunde; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Staatsbürgerkunde; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Mobility; Mobilität; Halbstarker; Ausland; Fotografie; Care; Pflege; Sorge; Betreuung
Abstract	Civic education is critical to the preparation of migrant youth for democratic living by instilling in them a sense of belonging to the polity. However, liberal conceptions of the citizen as a rational individual actor do not explain the relationship between emotions and belonging or how affective boundaries can limit civic participation. This study highlights issues faced by migrant youth from West African countries whose identities as African, Muslim, and migrant make them frequent targets of an affective politics of fear. Adopting a critical visual research methodology, this study seeks to better understand how five West African youth attending an urban high school for late-arrival migrants constructed belonging within and across nation-state boundaries. The youth mobilized emotions, including solidarity and conviviality, in order to constitute themselves as affective citizens, thus providing insight into how social studies educators can incorporate emotion in the classroom as civic resources for political engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01