Abstract
This article is based on an international research project carried out among Turkish students of secondary schools in the United Kingdom, France, the Netherlands, and Germany. It proposes the following: the collective identifications of youth from post-migration back-grounds are crucially shaped by the dominant civil cultures of their countries of residence. These civil cultures, which particularly relate to modes of articulation and interaction and discursive methods, continue to differ between the various nation-states and are primarily received and absorbed through explicit and implicit curricula in school.
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Schedule a callMore From: Journal of International Migration and Integration / Revue de l'integration et de la migration internationale
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