Moskal, M. (2016) 'Language and cultural capital in school experience of Polish children in Scotland.', Race ethnicity and education., 19 (1). pp. 141-160.
This article addresses the complex relationship between migration and education in the context of recent intra-European labour mobility. It considers how this mobility impacts the education and life chances of migrant students attending schools in Scotland, UK. By examining the experiences of Polish migrant children and youth at schools in Scotland, the article engages with the issues of language, cultural capital transferability and social positioning. Drawing on qualitative data from 65 in-depth interviews with school children aged 5–17 years, their parents and teachers, as well as observations in the contexts of school and home, the article points to a range of factors affecting the transition of migrant pupils to new schools and social environments.
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||https://doi.org/10.1080/13613324.2014.911167|
|Publisher statement:||This is an Accepted Manuscript of an article published by Taylor & Francis Group in Race Ethnicity and Education on 15/05/2014, available online at: http://www.tandfonline.com/10.1080/13613324.2014.911167.|
|Date accepted:||01 May 2014|
|Date deposited:||11 May 2017|
|Date of first online publication:||15 May 2014|
|Date first made open access:||No date available|
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