TY - JOUR
T1 - Performing the good (im)migrant
T2 - inclusion and expectations of linguistic assimilation
AU - Migliarini, Valentina
AU - Cioè-Peña, María
N1 - Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - This paper analyzes how language is framed as a route to full inclusion, particularly for unaccompanied asylum-seeking students labelled as disabled. It is based on a qualitative study carried out in the Italian city of Rome, which, although cosmopolitan, is often characterised by nationalistic political landscapes. The manuscript reveals how institutional biases (re: race, ability, and migration) about unaccompanied forced migrant youth, often manifested in their construction as disabled and foreign by local professionals, hinder the likelihood that they successfully participate in the life of the host society. The paper also shows how the inclusion of migrant and refugee students living in foster care homes is conceptualised as a violent integration into monolingual and monocultural education settings. Drawing on Disability Critical Race Studies and Raciolinguistics, this contribution analyzes how unaccompanied forced migrant students respond to their linguistic urgency, learn power majority languages, and simultaneously devalue their home language to perform the ‘good (im)migrant.’ Lastly, the contribution shows how processes of racialization of disabled unaccompanied asylum-seeking and refugee students influence how western communities perceive their linguistic capacity and effort.
AB - This paper analyzes how language is framed as a route to full inclusion, particularly for unaccompanied asylum-seeking students labelled as disabled. It is based on a qualitative study carried out in the Italian city of Rome, which, although cosmopolitan, is often characterised by nationalistic political landscapes. The manuscript reveals how institutional biases (re: race, ability, and migration) about unaccompanied forced migrant youth, often manifested in their construction as disabled and foreign by local professionals, hinder the likelihood that they successfully participate in the life of the host society. The paper also shows how the inclusion of migrant and refugee students living in foster care homes is conceptualised as a violent integration into monolingual and monocultural education settings. Drawing on Disability Critical Race Studies and Raciolinguistics, this contribution analyzes how unaccompanied forced migrant students respond to their linguistic urgency, learn power majority languages, and simultaneously devalue their home language to perform the ‘good (im)migrant.’ Lastly, the contribution shows how processes of racialization of disabled unaccompanied asylum-seeking and refugee students influence how western communities perceive their linguistic capacity and effort.
KW - Italy
KW - Unaccompanied forced migrant children
KW - critical disabilities raciolinguistic (CDR) perspective
KW - discrit
KW - inclusion
KW - raciolinguistics
UR - http://www.scopus.com/inward/record.url?scp=85136560447&partnerID=8YFLogxK
U2 - 10.1080/13603116.2022.2112770
DO - 10.1080/13603116.2022.2112770
M3 - Article
AN - SCOPUS:85136560447
SN - 1360-3116
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
ER -