By Reva Jaffe-Walter

ISBN-10: 0804796211

ISBN-13: 9780804796217

ISBN-10: 0804798427

ISBN-13: 9780804798426

ISBN-10: 0804798605

ISBN-13: 9780804798600

Many liberal-minded Western democracies delight themselves on their commitments to egalitarianism, the reasonable therapy of immigrants, and the ideal to schooling. those environments would appear to supply a best-case state of affairs for the reception of immigrant adolescence. yet that's not continuously the case. Coercive problem explores how stereotypes of Muslim immigrants in Western liberal societies movement via public faculties into daily interactions, informing how Muslim formative years are perceived by way of academics and friends. past easily deciding on the presence of racialized speech in faculties, this e-book uncovers how coercive assimilation is cloaked in benevolent narratives of care and concern.

Coercive crisis presents an ethnographic critique of the "concern" that animates integration coverage in Danish faculties. Reva Jaffe-Walter makes a speciality of the stories of Muslim early life at a public institution the place over forty% of the scholar physique is of immigrant descent, displaying how colleges function as websites of governance. those efforts are led via political leaders who advertise nationwide fears of immigrant take-over, by way of academics in faculties, and through daily electorate who're fascinated with "problems" of immigration. Jaffe-Walter exposes the psychic and fabric bills immigrant adolescence suffer while dwelling within the shadow of social scrutiny, yet she additionally charts a direction ahead through uncovering the assets those formative years have to reach social mobility and good fortune.

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Additional resources for Coercive Concern: Nationalism, Liberalism, and the Schooling of Muslim Youth

Sample text

While the discourses on nationalism and immigration in European countries are remarkably similar in recent days, with an emphasis on border control and preserving the distinctive aspects of national cultures (Sassen 1999; Chavez Imagining the Nation: Danish Citizens and Muslim Others 19 2013), European nations have each had their own unique ways of defining their criteria for admission into the nation. For example, historically, German conceptions of the nation were based on the principle of jus sanguinis, or a nation that is formed by those with common blood.

Gilliam explains that Danish schools are “seen as more liberal, socially inclusive and child friendly ways to organize school. The Scandinavian schools and their embrace of all social groups, avoidance of streaming, minimal usage of tests and non-authoritarian relation between teachers and pupils are thus often looked at for inspiration by educationalists visioning more inclusive and ‘less-failure-producing’ ways to school children” (2007: 3). Students in Danish schools are socialized and educated within the klasse, which is structured to resemble a family system.

In short, Danish leaders sought to unify the nation around a common language, culture, and ethnicity. According to Peter Munch, the foreign minister from 1929 to 1940, Denmark’s lack of military might required the construction of a national project that all Danes could identify with and be proud of: The means for this end is to enlarge our culture and to create solidarity in the Danish people by developing such states in the society that all layers of people have reason to embrace our country and its people with warm affection.

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Coercive Concern: Nationalism, Liberalism, and the Schooling of Muslim Youth by Reva Jaffe-Walter


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