Abstract
The lives of minoritized migrant youth are marked—although distinctly—by histories and contemporary practices of exclusion. As subjects who are refused (or refuse) recognition as members of settler-colonial or postcolonial states, these youth often contend with disaffection within the spaces where their lives unfold. Informed by a research collaboration with migrant newcomer youth in France, this article engages autobiographical histories and Indigenous theoretical frames to explore how critical youth-directed research may enable new relationalities and youth political subjectivities. The consonant experiences and histories of migration that emerged in this research—in discussions of displacement, surveillance, reorientation, and movements through school spaces—raise questions of what approaches to research on youth political subjectivities are needed when disaffection and displacement are shared conditions. Exploring these questions with migrant newcomer youth yields insights on how research can constitute a terrain for imagining new relationalities and possibilities of belonging.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 534-556 |
| Number of pages | 23 |
| Journal | Comparative Education Review |
| Volume | 66 |
| Issue number | 3 |
| DOIs | |
| State | Published - Aug 2022 |
Bibliographical note
Funding Information:I wish to thank my anonymous reviewers for their thoughtful reading of this article—your suggestions to develop my arguments further have made it much stronger as a result. I also wish to thank Diana Rodriguez Gomez for her insightful editorial suggestions to the later versions of this article. Thanks to my colleagues Kristine Miller, Richa Nagar, and Cindy Garcia, for our ongoing conversations during the early development of this project, and to Alex Willets Klapperich, Tiago Bittencourt, and Sheena Harris, current and former doctoral students who were brilliant sounding boards as I developed the workshops. A special thanks to Elizabeth Sumida Huaman, who not only provided invaluable support and generous guidance in the development of this piece but also held space for me to be part of what I believe will be a seminal conversation within the field of comparative and international education. Finally, I want to express my gratitude to the wonderful students, teachers, and colleagues in France who will remain anonymous here but without whom this project could not have happened. This research was supported by the Office of the Provost’s Grand Challenges Research Initiative at the University of Minnesota, as well as a Global Signature Grant from the College of Education and Human Development at the University of Minnesota.
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