From Tattoos, veils and notebooks: representations of otherness and identity construction processes in young students with migrants backgrounds in Spain

From Tattoos, veils and notebooks: representations of otherness and identity construction processes in young students with migrants backgrounds in Spain

19/09/2017

La Revista Ambivalencias publica en su número 9 un artículo titulado “From Tattoos, veils and notebooks: representations of otherness and identity construction processes in young students with migrants backgrounds in Spain” una contribución de nuestras compañeras Antonia Olmos Alcaraz, María Rubio Gómez y Ouafaa Bouachra Outmani

From Tattoos, veils and notebooks: representations of otherness and identity construction processes in young students with migrants backgrounds in Spain es la ultima contribución de nuestras compañeras Antonia Olmos Alcaraz, María Rubio Gómez y Ouafaa Bouachra Outmani que recién se ha publicado en el volumen cinco y número nueve de la Revista Ambivalencias, Revista do Grupo de Pesquisa “Processos Identitários e Poder” - GEPPIP.

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ABSTRACT

This study relationally analyses the processes of the construction of difference and the processes of identity construction in which young adolescents and pre- adolescents with migrant backgrounds within formal educational contexts are involved. The text aims to show and describe how otherness and identity work in an intersectional way. Our analysis considers intersectionality as the most appropriate way of approximation to the reality observed. To do so, we work from biographical interviews and life stories of young people produced through our own respective fieldwork. This material had been analyzed looking for the relations between identity categories (gender, religion, nationality...) and how these categories are interpreted for the young adolescents involved in the research. We research in twelve andalusian high schools with students, teachers and families. Along three scholar years, we made 132 interviews and 13 discussion groups. This allows us to address the theoretical objects of the study (otherness/identity) in a contextual and process-based way.