Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong

Around 30,000 children living in Shenzhen, Mainland China cross the border to Hong Kong to attend school every day. This paper focuses on the school as a key meso-level organisation that mediates macro-level policies and micro-level everyday life experiences among these children and their families....

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Bibliographic Details
Published in:Comparative migration studies 2021-12, Vol.9 (1), p.58-58, Article 58
Main Authors: Leung, Maggi W. H., Waters, Johanna L., Ki, Yutin
Format: Article
Language:English
Subjects:
Border
Children
Classrooms
Everyday life
Families & family life
How do organisations shape migration and inclusion?
Inclusion
Life experiences
Migration
Organisation
Original
Original Article
Population Economics
Power structure
Qualitative research
School
Schools
Social Differences
Social power
Social Sciences
Sociology
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Summary:Around 30,000 children living in Shenzhen, Mainland China cross the border to Hong Kong to attend school every day. This paper focuses on the school as a key meso-level organisation that mediates macro-level policies and micro-level everyday life experiences among these children and their families. We advocate a relational, spatial perspective, conceptualising schools as webs of intersecting physical, social and digital spaces, where differences between the “locals” and “others” are played out, negotiated and (re)produced, and in turn giving rise to specific (and understudied) geographies of in/exclusion. Drawing on our qualitative research, we offer a close reading of three exemplary school spaces: (i) the physical classroom and school grounds, (ii) the digital classroom, and (iii) at the school gate. Our findings demonstrate the complex and at times contradictory ways in which “the school” is a place of both inclusion and exclusion. It is a dynamic and power-traversed space where social differences between the “locals” and the “others” are played out, contested and redefined continuously.
ISSN:2214-594X
2214-594X
DOI:10.1186/s40878-021-00269-7