Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24211
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory
Authors: Forbes, Joan
Sime, Daniela
Contact Email: j.c.forbes@stir.ac.uk
Keywords: poverty
migrant children
social and multiple capitals
intersectionalities
relational space
Issue Date: 1-Aug-2016
Publisher: MDPI
Citation: Forbes J & Sime D (2016) Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory, Education Sciences, 6 (3), Art. No.: 24.
Abstract: Currently, around one in five children in the United Kingdom and the United States live in poverty. This has a devastating effect on their wellbeing, education and broader socio-political participation, and life chances. In this paper, Scottish policy documentary data are used to discuss the effects of relations amongst categories of children in poverty, migrant child status, and academic under-attainment. The study draws on social capital and intersectionalities theory to explore some of the power and knowledge relations that are effects of policy statements. The paper concludes by suggesting that addressing the issues of poverty and educational under-attainment, including for migrant children, requires a policy strategy beyond education. Disconnections across social, cultural, and economic child policy need to be redesigned in order to change the very real socio-economic-cultural-political relations which policy produces; these relations can lead to either high levels of social participation and potential academic attainment of new arrival children or to their social exclusion. Accordingly, knowledge practices aiming to improve the socio-economic-cultural-political inclusion of migrant children make central the conditions and experiences constitutive of new migrants’ lived social lives.
Type: Journal Article
URI: http://hdl.handle.net/1893/24211
DOI Link: http://dx.doi.org/10.3390/educsci6030024
Rights: This is an open access article distributed under the Creative Commons Attribution License (CC BY 4.0).
Affiliation: Education
University of Stirling

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