‘We are not worried about Fatima!’: – circulating affects in educational guidance of racially minoritised students in Danish problematised housing areas

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

‘We are not worried about Fatima!’ : – circulating affects in educational guidance of racially minoritised students in Danish problematised housing areas. / Vildlyng, Lærke.

In: Race Ethnicity and Education, 2023.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Vildlyng, L 2023, '‘We are not worried about Fatima!’: – circulating affects in educational guidance of racially minoritised students in Danish problematised housing areas', Race Ethnicity and Education. https://doi.org/10.1080/13613324.2023.2279300

APA

Vildlyng, L. (2023). ‘We are not worried about Fatima!’: – circulating affects in educational guidance of racially minoritised students in Danish problematised housing areas. Race Ethnicity and Education. https://doi.org/10.1080/13613324.2023.2279300

Vancouver

Vildlyng L. ‘We are not worried about Fatima!’: – circulating affects in educational guidance of racially minoritised students in Danish problematised housing areas. Race Ethnicity and Education. 2023. https://doi.org/10.1080/13613324.2023.2279300

Author

Vildlyng, Lærke. / ‘We are not worried about Fatima!’ : – circulating affects in educational guidance of racially minoritised students in Danish problematised housing areas. In: Race Ethnicity and Education. 2023.

Bibtex

@article{7d8cf8591833450e8993727b522154f8,
title = "{\textquoteleft}We are not worried about Fatima!{\textquoteright}: – circulating affects in educational guidance of racially minoritised students in Danish problematised housing areas",
abstract = "Based on empirical observations of educational guidance and interviews with students and teachers at two Danish schools, as well as critical policy analysis, this article illustrates how worry about future education for racially minoritised students in problematized housing areas is shaped in intersections of place, class, and race. Through an analytical framework combining affect theory and intersectionality, the article identifies two figures of worry: The overambitious bilingual student and the bilingual student in trouble. These figures draw on racialized histories of immigrant parents as unable to support their children, and position the students as in need of intervention from the state. Educational guidance comes to work as a further racializing force that gains momentum through affective circulations of worry and care across school practice, policy and political rhetoric. This results in a limitation of the educational opportunities considered {\textquoteleft}realistic{\textquoteright} to the students, placing them in a disadvantaged position when making important decisions for their future.",
author = "L{\ae}rke Vildlyng",
year = "2023",
doi = "10.1080/13613324.2023.2279300",
language = "English",
journal = "Race Ethnicity and Education",
issn = "1361-3324",
publisher = "Taylor & Francis Online",

}

RIS

TY - JOUR

T1 - ‘We are not worried about Fatima!’

T2 - – circulating affects in educational guidance of racially minoritised students in Danish problematised housing areas

AU - Vildlyng, Lærke

PY - 2023

Y1 - 2023

N2 - Based on empirical observations of educational guidance and interviews with students and teachers at two Danish schools, as well as critical policy analysis, this article illustrates how worry about future education for racially minoritised students in problematized housing areas is shaped in intersections of place, class, and race. Through an analytical framework combining affect theory and intersectionality, the article identifies two figures of worry: The overambitious bilingual student and the bilingual student in trouble. These figures draw on racialized histories of immigrant parents as unable to support their children, and position the students as in need of intervention from the state. Educational guidance comes to work as a further racializing force that gains momentum through affective circulations of worry and care across school practice, policy and political rhetoric. This results in a limitation of the educational opportunities considered ‘realistic’ to the students, placing them in a disadvantaged position when making important decisions for their future.

AB - Based on empirical observations of educational guidance and interviews with students and teachers at two Danish schools, as well as critical policy analysis, this article illustrates how worry about future education for racially minoritised students in problematized housing areas is shaped in intersections of place, class, and race. Through an analytical framework combining affect theory and intersectionality, the article identifies two figures of worry: The overambitious bilingual student and the bilingual student in trouble. These figures draw on racialized histories of immigrant parents as unable to support their children, and position the students as in need of intervention from the state. Educational guidance comes to work as a further racializing force that gains momentum through affective circulations of worry and care across school practice, policy and political rhetoric. This results in a limitation of the educational opportunities considered ‘realistic’ to the students, placing them in a disadvantaged position when making important decisions for their future.

U2 - 10.1080/13613324.2023.2279300

DO - 10.1080/13613324.2023.2279300

M3 - Journal article

JO - Race Ethnicity and Education

JF - Race Ethnicity and Education

SN - 1361-3324

ER -

ID: 373037924