Spaces of not belonging: inclusive nationalism and education in Scotland

Moskal, M. (2016) Spaces of not belonging: inclusive nationalism and education in Scotland. Scottish Geographical Journal, 132(1), pp. 85-102. (doi: 10.1080/14702541.2015.1084028)

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This study addresses the issue of the role of national identity-making through education and how this positions migrants in the national discourse in Scotland. The issue has been highlighted by the arrival of European Union migrants postenlargement, whose children are being schooled in Scotland. The study discusses the tensions, particularly in relation to migrant populations, between the policy discourse of inclusive nationalism and emphasis on performance that promotes standardization processes and individual accountability. Giving particular attention to the language regulations and practices in education, this article notes the fact that language creates a barrier to the fair benefits of education for migrant populations. Rather than facilitating migrants’ inclusion, language has become a vehicle for assimilating migrants into the dominant social and cultural norms of the host society. The study concludes by reflecting on the notion of inclusive citizenship and the implications of social responsibility to balance the economic benefits of people’s mobility with cultural recognition and protection.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Moskal, Dr Marta
Authors: Moskal, M.
College/School:College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
Journal Name:Scottish Geographical Journal
ISSN (Online):1751-665X
Copyright Holders:Copyright © 2015 Royal Scottish Geographical Society
First Published:First published in Scottish Geographical Journal 132(1):85-102
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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