Negotiating Futures: How Schools Shape Belonging for Young Newcomers in Belgium, Denmark, Norway, and Sweden.
Scholars draw increasing attention to the importance of belonging for young refugees' and migrants' well-being, indicating the need to develop an in-depth understanding of their experiences seeking to belong in resettlement. For refugee and migrant newcomers, schools might constitute particularly si...
| Publicado en: | Journal of Child & Family Studies Vol. 33; no. 11; pp. 3500 - 3516 |
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| Autores principales: | , , , , , , , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Nov2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=181201457&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 181201457 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: Nov2024 vid: 33 iid: 11 pid: 237 pub: Springer Nature artinfo: ui: 181201457 10.1007/s10826-024-02923-x ppf: 3500 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 702KB tig: atl: Negotiating Futures: How Schools Shape Belonging for Young Newcomers in Belgium, Denmark, Norway, and Sweden. aug: au: Spaas, Caroline Osman, Fatumo Skovdal, Morten Hilden, Per Kristian Derluyn, Ilse Durbeej, Natalie Sarkadi, Anna Primdahl, Nina L. Andersen, Arnfinn J. Verelst, An Colpin, Hilde De Haene, Lucia affil: https://ror.org/05f950310 Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium https://ror.org/048a87296 Child Health and Parenting (CHAP), Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden https://ror.org/000hdh770 School of Health and Welfare, Dalarna University, Falun, Sweden https://ror.org/035b05819 Department of Public Health, University of Copenhagen, Copenhagen, Denmark https://ror.org/01p618c36 Norwegian Centre for Violence and Traumatic Stress Studies, NKVTS, Oslo, Norway https://ror.org/00cv9y106 Centre for the Social Study of Migration and Refugees, Department of Social Work and Social Pedagogy, Ghent University, Ghent, Belgium https://ror.org/05f950310 School Psychology and Development in Context Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium su: Denmark Belgium Norway Sweden Europe Emigration & immigration Qualitative research Focus groups Acculturation Schools Nomads Families Psychological adaptation Social integration Experience Interpersonal relations Refugees Well-being Children Diversity & inclusion policies Research funding Thematic analysis sug: subj: Emigration & immigration Qualitative research Focus groups Acculturation Schools Nomads Families Psychological adaptation Social integration Experience Interpersonal relations Refugees Well-being Children Denmark Belgium Norway Sweden Europe Elementary and Secondary Schools All Other Miscellaneous Schools and Instruction Diversity & inclusion policies Research funding Thematic analysis keyword: Belonging Migrant young people Refugee young people School Belonging Migrant young people Refugee young people School ab: Scholars draw increasing attention to the importance of belonging for young refugees' and migrants' well-being, indicating the need to develop an in-depth understanding of their experiences seeking to belong in resettlement. For refugee and migrant newcomers, schools might constitute particularly significant spaces in their negotiation of belonging, due to being a central developmental and acculturative context in resettlement, and a context where newcomers are situated within interpersonal and cultural positions of their families, home, and host society. Rooted in a conceptualization of belonging as a dynamic, plural, and relationally negotiated experience, this study explores how young newcomers' negotiation of belonging takes shape within the school context and how their experiences seeking to belong relate to their well-being. To that, the study engages with the qualitative inquiry of 163 newcomers' (age 11–24) experiences through focus groups conducted in Belgium, Denmark, Norway, and Sweden. Cross-national, joint thematic analysis resulted in two themes: 1. Ambivalences shaping belonging; and 2. Challenging barriers to belonging. Our findings suggest that, in school, newcomers meet opportunities and barriers in their negotiation of belonging that takes shape at the intersection of family, transnational, and host society relations. Schools furthermore seem central spaces for newcomers to exercise agency and creativity in their search for belonging in resettlement. Our findings spark thought on belonging as a reconstructive process in coping with migration and have implications for how schools can support belonging and well-being, through engaging with life stories of migration and the plurality of meanings encroaching upon newcomers' school trajectories. Highlights: Our study highlights underexposed voices of a large, multi-national sample of newcomer youth, revealing rich thematic insights. It highlights the significance of family, transnational, and host society relations in newcomers' negotiation of belonging. Our findings point to the multilayered meaning of belonging in coping with migration. The study uncovers important dynamics of agency and creativity in newcomers' search for belonging in the school context. Our findings evoke reflection on belonging as a reconstructive process supporting coping and well-being after migration. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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