Ogbu and the debate on educational achievement: an exploration of the links between education, migration, identity and belonging

This paper looks at some of the issues raised by Ogbu’s work in relation to the education of different minority ethnic groups. Ogbu poses questions such as the value attached to education, its links to the future and its measurable outcomes in terms of ‘success’ as experienced by black participants. The desire for better life chances leads families to consider migration to a new country or resettlement within the same country, thus making migration both a local and a global phenomenon. As an example, attention is drawn to the situation facing South Asian children and their families in the UK. In terms of ethnicity and belonging, the wider question that is significant for many countries in the West after ‘Nine-Eleven’ is the education of Muslim children. A consideration of this current situation throws Ogbu’s identification of ‘autonomous minority’ into question. It is argued that a greater understanding of diverse needs has to be accompanied by a concerted effort to confront racism and intolerance in schools and in society, thus enabling all communities to make a useful contribution and to avoid the ‘risk’ of failure and disenchantment

Language and cultural capital in school experience of Polish children in Scotland

This article addresses the complex relationship between migration and education in the context of recent intra-European labour mobility. It considers how this mobility impacts the education and life chances of migrant students attending schools in Scotland, UK. By examining the experiences of Polish migrant children and youth at schools in Scotland, the article engages with the issues of language, cultural capital transferability and social positioning. Drawing on qualitative data from 65 in-depth interviews with school children aged 5–17 years, their parents and teachers, as well as observations in the contexts of school and home, the article points to a range of factors affecting the transition of migrant pupils to new schools and social environments

Towards a plurilingual habitus: engendering interlinguality in urban spaces

This article focuses on the potential of the multilingual city to create spaces in which monolingual hegemonies may be challenged, inclusive, intercultural values may be nurtured, and plurilingualism may be valorised. Following a contextualisation of linguistic diversity in theories of globalisation and superdiversity, discourses of deficit and power are addressed, arguing that the problematisation of multilingualism and pathologisation of plurilingualism reflect a monolingual habitus. Bringing about a shift towards a plurilingual habitus requires a Deep Approach, as it involves a critical revaluing of deep-seated dispositions. It suggests that the city offers spaces, which can engender interlinguality, a construct that includes interculturality, criticality and a commitment to creative and flexible use of other languages in shared, pluralistic spaces. It then proposes critical, participatory and ethnographic research in three multidimensional spaces: the urban school and a potential interlingual curriculum; networks, lobbying for inclusive policy and organising celebratory events in public spaces; and grass roots-level local spaces, some created by linguistic communities to exercise agency and maintain their languages and cultures, and some emerging as linguistically hybrid spaces for convivial encounter

Diversities, affinities and diasporas: a southern lens and methodology for understanding multilingualisms

We frame multilingualisms through a growing interest in a linguistics and sociology of the ‘south’ and acknowledge earlier contributions of linguists in Africa, the Américas and Asia who have engaged with human mobility, linguistic contact and consequential ecologies that alter over time and space. Recently, conversations of multilingualism have drifted in two directions. Southern conversations have become intertwined with ‘decolonial theory’, and with ‘southern’ theory, thinking and epistemologies. In these, ‘southern’ is regarded as a metaphor for marginality, coloniality and entanglements of the geopolitical north and south. Northern debates that receive traction appear to focus on recent ‘re-awakenings’ in Europe and North America that mis-remember southern experiences of linguistic diversity. We provide a contextual backdrop for articles in this issue that illustrate intelligences of multilingualisms and the linguistic citizenship of southern people. In these, southern multilingualisms are revealed as phenomena, rather than as a phenomenon defined usually in English. The intention is to suggest a third direction of mutual advantage in rethinking the social imaginary in relation to communality, entanglements and interconnectivities of both South and North

Bilingualism for the Minor or the Major? An Evaluative Analysis of Parallel Conceptions in China

This paper is an analysis of two conceptions of bilingualism that exist in parallel in China. One is traditional bilingualism referring to the use of a native minority language and standard Chinese by minority groups and the other, seen as bilingualism with modern characteristics, is a modern-day phenomenon in which the majority Han group aspire to produce bilinguals with a strong competence in mother tongue Chinese and a foreign language, primarily English, by using Chinese and the foreign language as mediums of instruction in teaching school subjects. The focus of the analysis is on the latter for the simple reason that current literature on the new phenomenon is mostly available only in Chinese. An equally important aim of this paper is to explore the impact of the new phenomenon on minority education and to examine the reason why this impact is largely ignored in bilingualism discussions, despite obvious consequences with respect to ethnic identity, personality development and academic performance of minority students. Thus, the traditional conception is briefly reviewed at the start