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Language and Muslim Immigrant Childhoods : the Politics of Belonging /
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...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Wiley,
2014.
©2014 |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Series page; Title page; Copyright page; Dedication; Contents; Acknowledgments; 1: Introduction; 1.1 About this Introduction; 1.2 Orientalism Revisited: North African and Muslim Immigrant Communities in Europe; 1.3 The Everyday Landscapes of Immigrant Childhoods; 1.4 Theoretical Paradigms for Understanding Difference and Belonging; 1.5 A Linguistic Anthropological Lens on Negotiating Difference and Belonging; 1.6 The Chapters in this Book; 2: Moros en la Costa: The Moroccan Immigrant Diaspora in Spain; 2.1 A Brief History of the Moroccan Immigrant Diaspora in Contemporary Spain.
- 2.2 The Moroccan Immigrant Community in Vallenuevo; 2.3 Communities of Origin of the Moroccan Immigrant Community in Vallenuevo; 2.4 Contemporary Discourses About Moroccan Immigration in Spain; 2.5 Between New "Convivencia" 32 and New "Morofobia"; 2.5 Welcome to "Vallemoro": Myths and Realities about Life in the Community; 3: Learning About Children's Lives: A Note On Methodology; 3.1 A Methodological Overview; 3.2 Sites of Data Collection and My Ethnographic Role; 3.2.1 The Public School; 3.2.2 The Oratory-Mosque; 3.2.3 The Health Center; 3.2.4 The Households; 3.2.5 The Peer Group.
- 3.3 Participant Observation and Recording of Naturally-Occurring Interactions; 3.4 Ethnographic Interviews; 3.5 Collection of Site and Press-Media Documents; 4: Moroccan Immigrant Childhoods in Vallenuevo; 4.1 Snapshots of the Focal Children and their Families; 4.1.1 Worda: The Responsible and Reliable One; 4.1.2 Wafiya: The Firecracker; 4.1.3 Sarah: The Newcomer; 4.1.4 Karim: Always in Trouble; 4.1.5 Mimon: The Computer-game Wiz; 4.1.6 Kamal: The Athlete; 4.2 The Contexts of Children's Lives; 4.2.1 School Contexts; 4.2.2 Family Contexts; 4.2.3 Neighborhood Contexts.
- 5: The Public School: Ground Zero for the Politics of Inclusion; 5.1 The Microgenesis of Social Markedness and Racialized Exclusion; 5.2 Acusar (Tattling); 5.3 Mandatos (Peer Directives); 5.4 Echar Leña al Fuego (Fueling the Fire); 5.5 Moroccan Immigrant Children's Reactions to Practices of Exclusion; 5.6 Compliance and Silence; 5.7 Denial and Confrontation; 5.8 Conclusion; 6: Learning How to Be Moroccans in Vallenuevo: Arabic and the Politics of Identity; 6.1 A Tale of Two Teachers; 6.2 The ArabicLanguage Teacher at the Public School; 6.3 The Fqih.
- 6.4 The Role of Classical/Standard Arabic in Everyday Life in the Community; 6.5 The Politics of Moroccan-ness in Arabic-Language Classes; 6.5.1 Literacy Practices and Instructional Organization; 6.5.2 Teachers' Treatment of Mistakes in Error-Correction Practices; 6.5.3 Children's Use of Moroccan Arabic; 6.5.4 Children's Misuse of Classical/Standard Arabic; 6.5.5 Categorization of Students in Classroom Discourse; 6.6 Conclusion; 7: Becoming Translators of Culture: Moroccan Immigrant Children's Experiences as Language Brokers; 7.1 Just a Routine Medical Visit.