Multiculture,middle class competencies and friendship practices in super-diverse geographies

In this paper we use a small number of in-depth interviews with parents with primary school children to examine social mixing and friendship practices in two super-diverse North London boroughs. In these complex geographical contexts, characterized by gentrification processes and old and new migrations, we suggest that primary schools are convergent places where adults and children from different backgrounds are likely to meet and interact, and the paper explores the extent to which adults and children, thrown together in and through these sites, negotiate relationships with those who are differently socially and culturally situated to themselves. Informed by the interview narratives, the paper highlights the importance of focusing on the micro, quotidian ways in which differences in social and/or ethnic background shape those relationships and it explores some instances of the ways in which those differences are routinely encountered, managed and/or avoided. In this way the paper contributes theoretical and empirical nuance to current concerns around difference and diversity and the interactions of complex urban populations by ‘adding’ social class to everyday multiculture perspectives and everyday multiculture perspectives to urban middle class debates.     

Exploring Cambodian schoolgirls’ educational persistence: a community cultural wealth perspective

This study draws on a community cultural wealth framework to discuss how materially and socially disadvantaged girls in rural Cambodia negotiate barriers to attending secondary school. The study explored the schooling experiences of 43 secondary schoolgirls and 23 young women in higher education, using a variety of art-based activities and more traditional qualitative methods, including interviews and questionnaires. The girls’ and young women’s narratives about persisting in education revealed the agentic ways in which they drew on manifold resources in order to stay in school. We argue that strong relational ties, particularly friendships, foster Cambodian schoolgirls’ resistant identities, expanding their mobilities and possibilities for action in relation to educational persistence. We examine how supportive family members, resourceful friends, caring teachers, and knowledgeable staff from non-governmental organisations, enabled schoolgirls and young women to develop aspirations, resilience, and coping strategies that allowed them to overcome barriers to education. We consider girls’ educational persistence in relation to Yosso’s familial, social, navigational, aspirational, and resistant capitals, and identify altruistic capital as an additional resource that the girls and young women referred to when describing their schooling experiences.