Mobilising capitals´ Migrant children´s negotiation of their everyday lives in Irish primary schools
Education University College Dublin Dublin, Ireland
As a country of relatively recent immigration, Irish schools now have a considerable number of first generation immigrant children. This paper considers how such children contribute to processes of capital accumulation through their negotiation and positioning in school. Drawing on the concepts of social and cultural capital, as well as inter-generational analyses of children´s role in the structuring of everyday life, the paper highlights migrant children´s strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic "other" in school.