Moving on or moving back?: The temporalities of migrant students’ lived versus imagined school careers
(English)Manuscript (preprint) (Other academic)
In migration research there has not been much work on temporal dimensions of migration experiences (with the exception of Griffiths in this journal). This article investigates migrant students’ temporal framings of their lived versus imagined school careers, drawing on participant observation and interviews with students in language introduction classes in upper secondary school in Sweden. The findings document student experiences of temporal descynchronies: as seen in reports of slow time and repetition, suspended time, temporal uncertainty and blockage. The analyses highlight the students’ experiences of being temporally out of line (in Ahmed’s words). The narratives of their past and future school lives reveal a discontinuity between the students' lived school experiences, on the one hand, and imagined school careers on the other, contrasting life as lived with both their own hope and plans and with the school careers of other students. The analyses highlight the importance of including temporal dimensions in the analyses of post-migration school landscapes.
migrant students, temporality, lived school career, imagined career, phenomenology of blockage
Research subject Child and Youth Science
IdentifiersURN: urn:nbn:se:su:diva-136381OAI: oai:DiVA.org:su-136381DiVA: diva2:1052226
ProjectsNewly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools
FunderSwedish Research Council, 2010 5377