De-coupling or remaining closely coupled to 'home': educational strategies around identity-making and advantage of Israeli global middle-class families in London
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De-coupling or remaining closely coupled to 'home' : educational strategies around identity-making and advantage of Israeli global middle-class families in London. / Yemini, Miri; Maxwell, Claire.
I: British Journal of Sociology of Education, Bind 39, Nr. 7, 2018, s. 1030-1044.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - De-coupling or remaining closely coupled to 'home'
T2 - educational strategies around identity-making and advantage of Israeli global middle-class families in London
AU - Yemini, Miri
AU - Maxwell, Claire
PY - 2018
Y1 - 2018
N2 - This article makes an empirical contribution to the study of the global middle class (GMC), and sheds light on the complex relationships that are constructed and sustained by these families with their ‘home nation’ through their educational strategies. Drawing on an inductive analysis of 20 in-depth interviews with Israeli migrant mothers in the United Kingdom who constitute a specific fraction of the GMC, this article examines families’ identity constructions and how these shape their educational practices. The participants constitute a growing phenomenon – highly educated, mobile middle-class families who live and move around the world, and position themselves using global frames of references. We emphasise how country of origin acts as a symbolic object in the cultivation of their children’s identity and how different types of attachment to ‘home nation’ are perceived as offering valuable capital for the GMC. The article therefore contributes much-needed empirical analyses on education strategies within the GMC, and challenges the suggestion that critical to the definition of the GMC is that they are ‘rootless’.
AB - This article makes an empirical contribution to the study of the global middle class (GMC), and sheds light on the complex relationships that are constructed and sustained by these families with their ‘home nation’ through their educational strategies. Drawing on an inductive analysis of 20 in-depth interviews with Israeli migrant mothers in the United Kingdom who constitute a specific fraction of the GMC, this article examines families’ identity constructions and how these shape their educational practices. The participants constitute a growing phenomenon – highly educated, mobile middle-class families who live and move around the world, and position themselves using global frames of references. We emphasise how country of origin acts as a symbolic object in the cultivation of their children’s identity and how different types of attachment to ‘home nation’ are perceived as offering valuable capital for the GMC. The article therefore contributes much-needed empirical analyses on education strategies within the GMC, and challenges the suggestion that critical to the definition of the GMC is that they are ‘rootless’.
KW - Global middle classes
KW - cultivation strategies
KW - national identity
U2 - 10.1080/01425692.2018.1454299
DO - 10.1080/01425692.2018.1454299
M3 - Journal article
VL - 39
SP - 1030
EP - 1044
JO - British Journal of Sociology of Education
JF - British Journal of Sociology of Education
SN - 0142-5692
IS - 7
ER -
ID: 211168888