L’usage intermittent de l’école
This paper suggests an interpretation of migrants social temporalities characterized by new practices of circulation of recently immigrated Moroccan families and Catalan Gypsies living in border regions. We identified processes where children left school because it couldn’t give them social and cult...
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| Format: | Article |
| Language: | English |
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Université des Sciences et Technologies de Lille
2007-12-01
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| Series: | Espace populations sociétés |
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| Online Access: | http://journals.openedition.org/eps/2255 |
| Summary: | This paper suggests an interpretation of migrants social temporalities characterized by new practices of circulation of recently immigrated Moroccan families and Catalan Gypsies living in border regions. We identified processes where children left school because it couldn’t give them social and cultural competences required for their autonomic adulthood and citizenship. By analyzing the interactions between two major spaces of socialization: school and family, we can observe a sporadic use of institutions and encountered spaces. The Moroccan children accompanying the migrants demonstrate a capability to « enter and exit » normative universes with different or even antagonistic norms without necessarily leaving out their respective attributes. The Catalan gypsies demonstrate specific forms of social autonomy based on social mixing strategies, self-education, or marriages between borders. These new migrants, men or women, mothers or children, switching between borders, turn the city into a crossroads of mobility instead of a sedentary lifestyle’s space. The articulation between time and space lived by these populations, often on the fringe of society developing original migration capacities between « here and there », reveals original territorial constructions and capability to cross ethnic, geographic, administrative and political borders. |
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| ISSN: | 0755-7809 2104-3752 |