Suchergebnisse

This revealing analysis of everyday language use among Moroccan immigrant children in Spain explores their cultural and linguistic life-worlds as they develop a hybrid, yet coherent, sense of identity in their multilingual communities. The author shows how they adapt to the local ambivalence toward Muslim culture and increased surveillance by Spanish authorities. Offers ground-breaking research from linguistic anthropology charting the politics of childhood in Muslim immigrant communities in Spain Illuminates the contemporary debates concerning assimilation and alienation.

Abstract
In this paper, I examine how liminal spatio-temporal contexts both afford and constrain how immigrant children navigate their social lives in educational settings. Liminal schooling contexts have largely been unexamined in micro-ethnographic approaches to schooling, despite the potential of these contexts for illuminating the educational lives of youth. Shifting the ethnographic lens to the interactions occurring in seemingly liminal schooling contexts (in between ratified activities, in between ratified places, etc.) reveal heightened forms of behavior at the extremes of a continuum ranging from empathy/inclusion to violence/exclusion. On the one hand, liminality can render immigrant youth more vulnerable to racialized bullying, including verbal and physical aggression, since many of the institutional protections that apply in ratified schooling contexts are in abeyance. On the other hand, liminal contexts also allow for displays of support and empathy that can lead to the development of cross-ethnic peer friendships, which can happen when social-ethnic boundaries and hierarchies that are reproduced in more central contexts are relaxed. This paper builds on a linguistic ethnography documenting the social lives of Moroccan immigrant children in a Southwestern Spanish town. Using videoanalysis and ethnographic methods in discourse analysis, I focus on videotaped interactions between immigrant students and their Spanish counterparts taking place in the interstices of school life – when students are walking between buildings, in the fringes/corners of the schoolyard, in between classes … etc. The long-term ethnography allows me to examine the interactions occurring in these liminal contexts in relation to institutional culture and to the relational history between children. This paper calls for examining youth's schooling experiences more holistically. What happens in liminal contexts is crucial to achieving educational equity in the 21st century: it can, for example, undermine progressive curricular efforts and can have positive/negative implications for immigrant youth's enduring feelings of belonging and educational enfranchisement.

Bringing together ethnographic approaches to childhood, linguistic anthropology, and relational–feminist perspectives on care, this review focuses on the role of children as interactional brokers of care, a role that has been underappreciated. Building from the premise that, through language, children perform a fundamental form of other-oriented care—that of mediating another person's ability to express themselves—this review explores the material, political, moral, and affective dimensions of children's interactional care work. Attention to the interactional–relational aspects of children's caregiving shows the extent to which children are involved in facilitating the circulation of care and enabling community care networks, and it opens up new possibilities for how we conceptualize care: It illuminates the processes through which care practices are organized, negotiated, and enacted at the intersection of the local and the global; it reveals care as a reciprocal, distributed interactional achievement; and it helps us transcend dichotomies that have characterized scholarly thinking about care.

Intro -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Figures -- Tables -- Acknowledgments -- Introduction: Global Entanglements of Language and Social Justice -- Part I: Challenging Linguistic Ideologies and Exclusions -- Chapter 1: A Language Socialization Approach to Humanizing Ethnographic Methods in Latinx Families' Homes -- Chapter 2: Language Access and Deaf Activism in Mexico and Nepal -- Chapter 3: Multilingual Activism as Acts of Linguistic Citizenship in South Africa -- Chapter 4: Colonialism and Language Politics in Puerto Rico -- Chapter 5: Labels, Codes, and Language Sovereignty in the Pacific -- Commentary to Part I -- Part II: Confronting Hate and Violence -- Chapter 6: The Humpty Dumpty Mistranslation and Misrepresentation Deployed in the British Colonization of Aotearoa/New Zealand -- Chapter 7: The Linguistic Defense of White Comfort in Rio de Janeiro, Brazil -- Chapter 8: (Con)sensual Sexual and Reproductive Justice for Indigenous Women and Girls through Beadwork and Burlesque -- Chapter 9: Telling Truths, Keeping Silence in the Aftermath of War in Sarajevo -- Chapter 10: Arabic and the Discursive Contours of Islamo-Linguistic-Phobia in Spain and France -- Commentary to Part II -- Part III: Decoding Globalized Interactions -- Chapter 11: Seafarers' Talk about the "Good Ship" -- Chapter 12: Barcelona Street Vendors' Voice and the Crossing of Narrative (B)Orders -- Chapter 13: Interdiscursive Dimensions of Mobility and Precarity for Guatemalan Indigenous Youth -- Chapter 14: Regimes of Organization in Danish Legal Interpreting -- Chapter 15: Keywords Decolonized? The Social Lives of Wenhua/Culture and the Specter of Symbolic Violence in Chinese-English Dialogues -- Commentary to Part III -- Part IV: Negotiating Resources in the Anthropocene.