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Straddling Two Worlds: Immigrant Adolescents' Construction of Identities

Straddling Two Worlds: Immigrant Adolescents' Construction of Identities

Leila Kajee
Copyright: © 2020 |Pages: 14
ISBN13: 9781799834489|ISBN10: 1799834484|EISBN13: 9781799834502
DOI: 10.4018/978-1-7998-3448-9.ch009
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MLA

Kajee, Leila. "Straddling Two Worlds: Immigrant Adolescents' Construction of Identities." Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, edited by Lourdes Cardozo-Gaibisso and Max Vazquez Dominguez, IGI Global, 2020, pp. 161-174. https://doi.org/10.4018/978-1-7998-3448-9.ch009

APA

Kajee, L. (2020). Straddling Two Worlds: Immigrant Adolescents' Construction of Identities. In L. Cardozo-Gaibisso & M. Vazquez Dominguez (Eds.), Handbook of Research on Advancing Language Equity Practices With Immigrant Communities (pp. 161-174). IGI Global. https://doi.org/10.4018/978-1-7998-3448-9.ch009

Chicago

Kajee, Leila. "Straddling Two Worlds: Immigrant Adolescents' Construction of Identities." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, edited by Lourdes Cardozo-Gaibisso and Max Vazquez Dominguez, 161-174. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3448-9.ch009

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Abstract

Education is a challenge confronting immigrants in a country where they are perceived as cultural and linguistic outsiders. School becomes, for immigrant youth, the next most important societal institution to family, given that it is a powerful indicator of the child's ongoing and future well-being. School also serves as a primary form of contact with mainstream society. However, schools of the majority culture become potential sites of dissent. This chapter derives from a larger project on “Immigrant Literacy Practices in and Out of School in South Africa.” The aim of this chapter is to explore, through their narratives, how adolescent immigrant youth interpret their subjective identities and position themselves in relation to the host country, South Africa.

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