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

• 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
• ISSN: 2214-594X; 2214-594X
• DOI: 10.1186/s40878-021-00269-7

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.