Conflicting framings: Young Ghanaians’ and Dutch education professionals’ views on the impact of mobility on education

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education Pub Date : 2022-03-15 DOI:10.1080/17508487.2019.1650382

J. van Geel

引用次数: 4

Abstract

ABSTRACT This paper investigates how Dutch education professionals and Ghanaian migrant youth frame the impact of young people’s geographical mobility on education. The paper is based on a discourse analysis of policy documentation, semi-structured interviews with education professionals and 20 months of multi-sited ethnographic fieldwork with 30 young Ghanaians (ages 16–25). The analyses show that the relationship between mobility and education has historically been problematized in the Netherlands, now permeating negative framings of mobility adopted by Dutch education professionals. Young Ghanaians, however, envision their mobility and education as positively intertwined. The comparison shows that education professionals and young Ghanaians employ frames that conflict because they draw on distinctly different notions of ‘education’ and because dominant framings produce uncompromising narratives, realities, and eventually policies.

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冲突的框架:年轻的加纳和荷兰教育专业人士对流动性对教育影响的看法

本文研究了荷兰教育专业人士和加纳移民青年如何构建年轻人地理流动对教育的影响。本文基于对政策文件的话语分析、对教育专业人士的半结构化访谈，以及对30名年轻的加纳人(16-25岁)进行的为期20个月的多地点民族志实地调查。分析表明，流动性和教育之间的关系在荷兰历史上一直存在问题，现在荷兰教育专业人员采用了消极的流动性框架。然而，年轻的加纳人认为，他们的流动性和教育是积极交织在一起的。比较表明，教育专业人士和加纳年轻人所采用的框架存在冲突，因为他们对“教育”的概念截然不同，而且主流框架产生了不妥协的叙事、现实和最终的政策。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.