2009/08/25 by Dympna Devine
Social Sciences · #Global Education and Multiculturalism #Multilingual Education and Policy #Parental Involvement in Education
paper · doi:10.1080/01425690903101023
openalex publication_date 2009/08/25 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
This paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic ‘other’ in school.