Search

This paper examines how, when and where personal names are produced as 'migrant names'. Drawing on 21 interviews with young Irish and Latvian migrants in the UK, I demonstrate how mundane stories, linguistic details, and repertoires about migrant names are embodied, mobile, relational, and produce everyday social distinctions. Empirical analysis unpacks changes in naming stories throughout participants' multiple migration trajectories in Ireland, Latvia, the UK and beyond. I argue for a geographically sensitive take on migrant names because they are produced as such through recognisable repertoires of displacement and then re-emplaced in certain spaces and times. The paper makes three main original contributions. The first is to interdisciplinary literatures on names, specifically on the significance of temporal and spatial contexts and the relationalities underpinning the production of migrant names. Second, it brings to geographies of identities novel understandings of ethnic and national power relations in naming practices, including an emphasis on the process of ambiguous whiteness. Finally, I contribute much-needed methodological propositions on how to pseudonymise names in migration research. [ABSTRACT FROM AUTHOR]

A combination of structural barriers, inadequate student welfare provision and the absence of psycho-social and academic support make higher education access for forcibly displaced students challenging. Many of these students will have experienced many stressful and potentially traumatic events that may have or may continue to impact their mental health and wellbeing. This article draws on reflections by educators and findings from eight interviews with students who participated in a twelve-week preparatory course for access to higher education for refugees and asylum seekers in the United Kingdom. The paper firstly problematizes trauma as an organizing concept and challenges the dominant deficit approaches in forced migration studies when working with displaced students. Then, based on qualitative data collected from students and educators, it explores how creative skills were integrated and the importance of the student's voice as a culturally sustaining pedagogical approach to strengthening trauma-informed teaching approaches. The programme was designed to strengthen individual agency and promote well-being and mental health. Finally, this paper argues that working collaboratively with forcibly displaced students from an asset-based stance appeared critical in creating and sustaining a welcoming higher education environment which could contribute to promoting mental health. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine changing heritage language practices across multiple generations of Greek-Cypriot migrants in the United Kingdom. It is now well established that language serves as one of the key markers of ethnic identity in migrant families. As a result, migrant communities often strive to transmit and maintain the heritage language among successive generations. However, less is known about the ways in which later-generations experience and practice heritage languages, particularly child members of families, and how this affects the development of the ethnic identity and feelings of belonging. Evidence from in-depth interviews with three generations of Greek-Cypriot families living in the UK is used to address this gap. In doing so, the relationship between language and intergenerationality is traced to examine how linguistic capital is transmitted, transformed and negotiated between generations and across space. Findings indicate that language proficiency and learning present both challenges and opportunities for members of migrant families and that these differ by generation. [ABSTRACT FROM AUTHOR]

The paper investigates the relatively underexplored field of educated first-generation Bangladeshi immigrant women's labour market experience in Britain. Applying an intersectional lens using Pierre Bourdieu's notion of 'capital', 'habitus' and 'field' [1986. "The Forms of Capital." In Handbook of Theory and Research for the Sociology of Education, edited by John G. Richardson, 241–258. New York: Greenwood] and Nira Yuval-Davis's 'situational intersectionality' [2015. "Situated Intersectionality and Social Inequality." Raisons Politiques 2 (58): 91–100], the paper examines immigrant women's employment barriers and their diverse strategies to deal with the barriers in the UK labour market. Analysing twenty-eight participants' narratives into three categories: (i) Full-time professionals, (ii) Part-time wage earners and (iii) Economically inactive women, the paper highlights how the issue of capital mobilisation affected South Asian immigrant women's employment choices. The participants' situational differences within a complex nexus of unequal capital portability, non-recognition of skills, and their limited familiarity with British cultural capital, family's economy and their lifecycle stages shaped the immediate and long-term choices they could make. The analysis emphasises the necessity to examine contemporary first-generation Bangladeshi as well as South Asian, Muslim women's employment from a capital mobilisation perspective taking into account the situations within which they operate. [ABSTRACT FROM AUTHOR]

The contribution and role of psychologists, psychiatrists or mental health practitioners in working alongside forced migrants may take many forms. The guidance on which this paper is based, came about when several members of the British Psychological Society (including those with lived experience and insight and those who had set up services); became aware of the need for good practice guidance for clinicians working with refugees, asylum seekers including forced migrants across Britain. These guidelines cover a range of areas where clinicians work with individuals in clinical contexts, schools, nurseries, colleges and within community organisations. [ABSTRACT FROM AUTHOR]