Introduction to Migrant Youth, Schooling, and Identity

This volume largely draws upon research traditions focusing on identity constructions (Johansson, 2007; Johansson & Lalander, 2012) and categorizing practices as well as the normative, economic, social, and political consequences of such practices for the life chances of children and young people (Fangen et al., 2012). It is mainly informed by a critical education framework aiming to hone in on exclusion processes that affect migrant groups in their schooling and seeks to identify factors that mitigate disparities in educational experiences and outcomes. By bringing together a cross-national set of scholars with backgrounds in sociology, child and youth studies, education, and anthropology, the book aims to offer a broad interdisciplinary perspective on the educational experiences and trajectories of migrant youth in five Northern European contexts: Denmark, Iceland, Sweden, Norway, and the United Kingdom.