Ethnocultural Diversity Research Articles

Religious and Educational Activities of the Tatars in the Turgai Region at the Second Half of the 19th – Beginning of the 20th Centuries

In the article the author for the first time analyzes legislative, religious and educational activities of Tatars in the Turgai region on the basis of archival, periodic, statistical sources. This ethnic minority activity is interesting from the point of view of studying the problem of interaction between the empire, the mobile diaspora and the local population in the context of the frontier modernization process. The aim of the study is to identify the main results of religious and educational activity of the Tatar population in the region. The author comes to the conclusion that the main directions of religious-educational work were missionary activities of Tatars in Kazakh auls, construction of mosques, functioning of mektebs and madrasas, theaters, libraries, public Muslim organizations, attempts to publish books, brochures and newspapers. Many of these initiatives were strongly opposed by the empire. The result of the activities of the Tatar population was not only the maintenance of ethno-cultural diversity, but also a versatile influence on the Kazakhs manifested in the religious, cultural, political sphere and in the formation of a multi-ethnic (Tatar-Kazakh) Muslim socio-cultural space of the empire, which became part of the global Islamic network community. The Tatars spread the ideas of Jadidism and became competitors of the Russians in familiarizing the local population with European culture and pedagogy. The article is intended for specialists in the field of history of Kazakhstan, Islam, Tatars, national policy of the Russian Empire.

Length of Postpartum Hospital Stays During COVID-19: Findings From a Convergent Parallel Mixed-Methods Study

ObjectivesWe examined the length of postpartum hospitalization for live births during the COVID-19 pandemic and explored how pandemic circumstances influenced postpartum hospital experiences. MethodsWe conducted a cross-provincial, convergent parallel mixed-methods study in Ontario (ON) and British Columbia (BC), Canada. We included birthing persons (BPs) with an in-hospital birth in ON from 1 January to 31 March 2019, 2021, and 2022 (quantitative), and BPs (≥18 years) in ON or BC from 1 May 2020 to 1 December 2021 (qualitative). We linked multiple health administrative datasets at ICES and developed multivariable linear regression models to examine the length of hospital stay (quantitative). We conducted semi-structured interviews using qualitative descriptive to understand experiences of postpartum hospitalization (qualitative). Data integration occurred during design and interpretation. ResultsRelative to 2019, postpartum hospital stays decreased significantly by 3.29 hours (95% CI –3.58 to –2.99; 9.2% reduction) in 2021 and 3.89 hours (95% CI –4.17 to –3.60; 9.0% reduction) in 2022. After adjustment, factors associated with shortened stays included: giving birth during COVID-19, social deprivation (more ethnocultural diversity), midwifery care, multiparity, and lower newborn birth weight. Postpartum hospital experiences were impacted by risk perception of COVID-19 infection, clinical care and hospital services/amenities, visitor policies, and duration of stay. ConclusionsLength of postpartum hospital stays decreased during COVID-19, and qualitative findings described unmet needs for postpartum services. The integration of large administrative and interview data expanded our understanding of observed differences. Future research should investigate the impacts of shortened stays on health service outcomes and personal experiences.

Home injuries in British Columbia: patterns across the deprivation spectrum

The significant burden of home injuries has become a growing concern that affect thousands of people every year across Canada. This study examined the relationship between neighbourhood deprivation and unintentional injuries occurring at home leading to hospitalizations in British Columbia (BC) between 2015 and 2019. This study used de-identified hospitalization data on unintentional home-related injuries from the Discharge Database (DAD) and population data for each dissemination area from Statistics Canada’s 2016 Census Profiles. Hospitalization rates were computed for unintentional home-related injuries across four dimensions specified in the Canadian Index of Multiple Deprivation (CIMD) for BC. For three CIMD dimensions (situational vulnerability, economic dependency, and residential instability), unintentional home injury rates were higher in areas with higher deprivation, while the inverse was observed for ethno-cultural diversity. Understanding socio-economic disparities within neighbourhoods enables injury prevention partners to identify vulnerable populations and prioritize the development and implementation of evidence-based injury prevention interventions.

Ethnic aspects in educational design: Integrating the arts into the preparation of future teachers to promote the development of ethnocultural harmony in education

Relevance. The relevance of the problem under study is conditioned by the growing ethnocultural diversity of modern societies and the need to form harmonious interethnic relations. Purpose. The work aims to develop and test pedagogical design on the use of art opportunities in training future teachers for the development of their ethnocultural competence. Methodology. The study employed theoretical methods (structural-functional analysis, induction), empirical methods (pedagogical experiment, questionnaire, mathematical statistics), and methodological approaches (systemic, reductionist). Results. The research determined principles for selecting the content of art and aesthetic disciplines: multiculturalism, interdisciplinary and dialogicality. The effectiveness of the methodology was confirmed during a formative pedagogical experiment, showing a significant increase in the ethnocultural competence of students in the experimental group compared to the control group. Conclusions. Key pedagogical conditions for successfully implementing the developed methodology include close interdisciplinary integration of art history courses and the inclusion of ethnocultural content in art disciplines. This integration helps form systemic ideas about the artistic diversity of Kazakhstan's people and fosters a valuable attitude towards the cultural heritage of all ethnic groups. The practical significance lies in using the developed pedagogical design to prepare teachers for working in a multicultural environment. Keywords: interethnic tolerance; author�s elective course; multicultural education; multicultural educational environment

Linguistic and cultural content of teaching preschoolers the Tatar language in a multilingual developmental environment

The languages, in which children are raised and educated become a tool, a condition and a factor in the formation of children’s worldview and their linguistic picture. It underlies the ethnocultural and national identification of the child in the future. The education system faces challenges related not only to the education and development of children, but also to the formation of an all-Russian civic identity, to the education of a person with linguistic and sociocultural competence, the one who respects the language, culture and traditions of the peoples of the Russian Federation. This idea permeates all normative acts concerning the content of education. Education is becoming a strategic tool for ensuring the linguistic and ethnocultural diversity of our country, a support for preserving the experience of intercultural and interreligious interaction of the peoples that make up the Russian nation. Multilingual education, whose linguodidactic system ensures the development of the child in the Russian and Tatar languages, makes it possible to take into account the national and cultural needs of the younger generation living in the region.The article reveals the experience of introducing a linguodidactic system for teaching children the Tatar language in a multilingual environment, designed to ensure the formation of a child’s national language picture.

Relations between School and Immigrant Families in Albertan Francophone School: Perspectives of Settlement Workers in Schools – A Secondary Publication

In recent years, Francophone schools in Alberta, a province in western Canada, have seen significant ethnocultural diversification of their school population, thus reflecting recent migratory changes in Canada. The school population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends. A partial ethno-demographic portrait carried out in 2003 in six of its schools indicates that 50% of the pupils come from an immigrant background and come from 23 different countries; mostly from sub-Saharan African countries. This demographic reality, confirmed more than a decade later, represents a major structural change for Francophone schools. In Alberta, as in other Canadian provinces, inclusion is at the heart of discourse and educational practices. With a transformative aim, it intends to promote ethnocultural diversity in the classroom and equal opportunities through school equity practices. This article focuses on the Settlement workers in schools responsible for bridging family, community, and school cultures. The analysis of the interviews of the four workers sheds light on and questions both the institutional practices and the personal strategies put in place to face the challenges encountered in this tripartite collaboration.

Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion in Order to Act in the School – A Secondary Publication

This issue reveals that the implementation of inclusive education is an unfinished challenge, both within the system and for individual self-improvement. This process of changing practices, by continually questioning the school’s responsibility for the (re)production of inequalities, exclusion, and unequal social relations, is riddled with obstacles, unpredictable situations, and strong emotions. In particular, the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students. The empirical research presented also highlights the deficit thinking of school staff toward immigrant students and their parents. The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure. Be that as it may, the researchers as well as the school actors and students interviewed in this issue suggest fertile ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors to move toward institutional transformation.

Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion to Act in the School — A Secondary Publication

This paper reveals that the implementation of inclusive education is an unfinished challenge, both within the system and for individual self-improvement. This process of changing practices, by continually questioning the school’s responsibility for the (re)production of inequalities, exclusion, and unequal social relations, is riddled with obstacles, unpredictable situations, and strong emotions. In particular, the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students. The empirical research presented also highlights the school staff’s deficit thinking toward immigrant students and their parents. The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure. Be that as it may, the researchers as well as the school actors and students interviewed in this paper suggest multiple ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors in order to move toward institutional transformation.

Relations Between School and Immigrant Families in Albertan Francophone School: Perspectives of Settlement Workers in Schools — A Secondary Publication

In recent years, Francophone schools in Alberta, a province in western Canada, have seen significant ethnocultural diversification of their school population, thus reflecting recent migratory changes in Canada. The population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends. A partial ethnodemographic portrait carried out in 2003 in six of its schools indicates that 50% of the pupils come from an immigrant background and come from 23 different countries; mostly from sub-Saharan African countries. This demographic reality, confirmed more than a decade later, represents a major structural change for Francophone schools. In Alberta, as in other Canadian provinces, inclusion is at the heart of discourse and educational practices. With a transformative aim, it intends to promote ethnocultural diversity in the classroom and equal opportunities through school equity practices. This article focuses on the settlement workers in schools responsible for bridging family, community, and school cultures. The analysis of the interviews of the four workers sheds light on and questions both the institutional practices and the personal strategies put in place to face the challenges encountered in this tripartite collaboration.

Health care use experiences of ethnoculturally diverse immigrant older adults: a meta-ethnography

PurposeCurrent and predicted continued dramatic increases in international migration and ethnocultural diversity of older adult cohorts pose challenges for health care services. Review studies on ethnoculturally diverse older adults and health care show a lack of focus on their service use experiences. This study aims to report a meta-ethnography that addresses this knowledge gap through answering the review question: How do ethnoculturally diverse older adults who are immigrants experience health careservices?Design/methodology/approachThe authors applied a seven-phase method of meta-ethnography to guide the review. The authors conducted two literature searches (April 2018 and June 2020) in MEDLINE, CINAHL, Embase, Sociological s and s in Social Gerontology that yielded 17 papers eligible for review.Findings“There’s always something positive and something negative” is the overarching metaphor for answering the review question. Findings highlight positive and negative tensions within ethnoculturally diverse older adults’ health care use experiences of understanding and being understood, having trust in providers and the health care system, having needs, preferences and resources met and desire for self-care over dependency. The majority of experiences were negative. Tipping points towards negative experiences included language, fear, provider attitudes and behaviours, service flexibility, attitudes towards Western and traditional health care and having knowledge and resources.Originality/valueThe authors propose concrete actions to mitigate the tipping points. The authors discuss policy recommendations for health care system changes at the micro, meso and macro service levels to promote positive experiences and address mainstream service policy inequities.

Social Distance of Ethnic Groups: from Proximity to Remoteness (in the Example of Kazakhstan)

The ethno-demographic structure of the population of Kazakhstan is characterized by a high degree of ethno-cultural diversity. In the historical retrospective, the analysis of the conflicts involving ethnic groups allows us to discuss the presence of certain social distances that find their expression with categories such as connection and solidarity, remoteness, and intolerance. Over the years of independence, the country has experienced more than 20 intergroup conflicts related to the interethnic sphere. The causes of similar incidents can be attributed to various factors. The main ones are economic inequality, geopolitical instability, cultural gap, stereotypical representation, etc. The above-mentioned factors, especially stereotypes and prejudice, can be a potential cause-and-effect link in the relationship formation of various degrees of proximity. In this regard, it is worth drawing clear parallels between interethnic attitudes and social distance, which requires a sociological measurement of their interrelation in Kazakh society. The article represents a systematization of manifestation characteristics of the social distance in the context of interaction between ethnic groups across different regions. The proposed work represents one of the initial attempts in the Kazakh ethno-political literature to study the processes of interethnic relations within the framework of the assessment proximity: from readiness for interethnic marriages to the desire for ethnic isolation.

Overlapping spaces and identities in Quiara Alegría Hudes’s Water by the Spoonful: a metatheatrical approach

This article discusses the overlapping relationship between setting diversification and character creation as experimented by Puerto Rican American playwright Quiara Alegría Hudes (1977–) in her metatheatrical drama Water by the Spoonful (2011). The play, which emerges in a second chronological order in Hudes’s so-called Elliot Trilogy, presents diasporic characters of different ethnicities and mixed cultural backgrounds as operating interactively within three different, though intersecting, realms or spaces: the real world, virtual cyberspace, and metaphysical space. The real world of the play features interacting Puerto Rican Americans, Japanese Americans, African Americans, and White Americans in a way that highlights their ethnocultural diversity in real American, Puerto Rican, and Japanese settings. Some of these binational, bilingual, and bicultural characters, who belong to different generations (20 s, 30 s, 40 s, 50 s), also occupy, and actually favor, the virtual realm or cyberspace of the internet where they assume unreal identities but negotiate real issues spurred by real life circumstances and reveal secrets about themselves and their families through online group therapy sessions. The metaphysical space is used as a magical realist element and is exclusively reserved by Hudes for exposing her Puerto Rican American characters’ restless spiritual and mental struggle with the obsessive feelings of nostalgia, homesickness, regret, and displacement. The three realms or spaces intersect and collide in a way that determines the social attitudes and psychological moods of diasporic characters.

Acculturation of self‐construal: First evidence from immigrant minorities in Belgium and the UK

AbstractThere are systematic cultural differences in people's self‐construal – their typical ways of being and relating – that are in line with the meanings and practices of the sociocultural context in which they were socialised. Given increasing globalisation and ethnocultural diversity, immigrant minorities may experience some ‘misfits’ with common self‐construal patterns in host majority groups. Bridging perspectives from cultural psychology with acculturation psychology, we expect that minorities’ engagement in the host culture is positively associated with self‐construal fit. In the current research, we calculated to what extent the average patterns of self of Turkish Belgian (Study 1), Chinese British (Study 2) and representative samples of Turkish and Moroccan Belgian minorities (Study 3) ‘fit’ with those of the respective host‐cultural (majority Belgian or British) and heritage‐cultural (Turkish in Turkey or Chinese in China or Turkish and Moroccan minority) groups. Across studies, we replicated meaningful cultural group differences in self‐construal fit in line with minorities’ acculturation towards host‐cultural patterns of self. Furthermore, in partial support of the role of host culture engagement, social contact with the majority group predicted self‐construal fit within a specific relationship context of self‐construal. Thus, (high‐quality) contact with friends (Study 1) and teachers (Study 3) predicted the fit of minorities’ self‐construal in the respective relationship contexts. No consistent associations emerged between self‐construal fit and acculturation attitudes. Taken together, our findings highlight the malleability of selves in cultural and relational contexts and provide initial evidence for the acculturation of self in immigrant minorities.

Perception of Pain Expression Among Surgical Patients and Families from Three Ethnic Groups of a Nation: A Multicenter Qualitative Study.

Despite its universal nature; perception, coping, responses, treatment options, and overall experiences of pain are influenced by biopsychosocial factors to various extents. Pain perception, expression, and control are progressively learned behaviors among members of a society and are culture-specific. Effects of ethnicity-related culture (ethnoculture) on pain experience in a broader context have increasingly been reported. However, evidence from ethnoculturally diverse groups of a nation, particularly based on surgical patients, is limited. Therefore, as a qualitative research effort of a broader project aimed at assessing ethnocultural determinants of surgical pain management, this study explored the perception of ethnoculturally diverse patients and families about expressing surgical disease-related pain. This study follows subjectivist-interpretivist philosophical assumptions as an underpinning research paradigm. We purposively selected 11 patients for in-depth interviews and 12 patients' family members for focus group discussions in three hospitals of ethnic-based regions of Ethiopia. In the phenomenological frame, thematic analysis was employed. Ethnocultural background influences how individuals express and respond to pain according to emergent themes of finding- Pain and overlooked cultural influence, Pain expressiveness in cultural context, Stereotypes of pain expressiveness, and Bravehood through stoic response. Pain feelings are commonly hidden where the domestic culture values stoic response to pain compared to ethnoculture where pain expressiveness is encouraged. Individuals can express and respond to pain differently due to ethnocultural diversity within a nation. Researchers and clinicians should consider cultural context while applying the prevailing one-size-fits-all pain assessment tools among surgical patients of a nation with ethnocultural diversity.

Ethno-Cultural Diversity: A Challenging Parameter for Asean Regional Integration

The presence of diverse ethnic and cultural groups poses a challenging yet crucial obstacle to the process of integrating the ASEAN region. This review article examines the impact of the diverse range of races, languages, faiths, and cultural traditions in Southeast Asia on the political, economic, and social aspects of ASEAN's integration efforts. The primary objective of the Association of Southeast Asian Nations (ASEAN) is to foster regional tranquillity, stability, and economic collaboration. However, in order to accomplish these aims, ASEAN must effectively navigate the complex terrain of variety. The article commences by analysing the historical backdrop of ethno-cultural variety in the region, emphasizing the influence of colonial legacies and historical migrations on current demographic patterns. Subsequently, it examines the political ramifications of this variety, namely how ethnic and cultural disparities can both pose challenges and enhance the policy-making procedures within ASEAN. The review examines the impact of cultural diversity on trade, investment, and economic policies, highlighting how it can create hurdles as well as stimulate creativity and growth through varied perspectives. Economic integration is also a key focus of the discussion. The evaluation of social cohesiveness takes into account the impact of ethno-cultural variety on regional identity and solidarity. The article examines the several measures and structures that ASEAN has put in place to handle diversity, including cultural exchange programs and educational activities designed to promote mutual understanding and respect among member states. This essay offers a thorough examination of the relationship between ethno-cultural diversity and ASEAN integration, providing valuable insights into possible approaches to promoting unity amidst diversity.

CULTURAL DIVERSITY IN THE GLOBAL ETHNO-POLITICAL SPACE

The modern world is faced with global instability, adaptation to which has become a motive for the transition to a new model of civilizational development. The key point of this model is the preservation of the entire cultural diversity of the world through a real mutually equal dialogue of cultures, taking into account the ethno-cultural diversity and national characteristics of peoples. The collapse of the USSR gave rise to a “fever of ethnocracy”, the desire of the new government to oust all representatives of foreign-speaking ethnic groups from the country at any cost, especially from the administration, education, ideology and spiritual life, the armed forces and law enforcement agencies, even regardless of their level of competence. The ongoing processes of systemic transformation were accompanied by a political, economic social and cultural crisis, which required national-state self-determination. It was necessary to quickly decide on filling the specific content of national sovereignty, decide on the Basic Law, deal with the “blank spots” of Belarusian history, decide what the essence of the Belarusian national idea, Belarusian identity is, how to live on, with whom to be friends, what model of development to follow. In the context of such dynamic changes and global challenges, finding an opportunity to protect traditional cultural values means protecting the national interests of your country. National identity is instilled and fixed in the cultural code of a citizen of a country that he wants to be proud of and accepts as his only homeland. People are led into the future by ideals associated with the dream of a fair society with ensuring stability and the hope of returning to national traditions. The Republic of Belarus is located in the border zone between two civilizational models of development, Western and Russian. Belarus received from each of them some features, which together formed a kind of cultural and historical unity, at the same time similar and unlike these civilizations. The rooting of the Belarusian statehood is characterized by the fact that the "European" component of the Belarusian identity is strengthened in comparison with its "Soviet" part. The formation of the national and civic consciousness of young people is quite contradictory and ambiguous. This is largely due to a certain deprivation of youth of "historical memory", the presence of "blank spots" in the history of the post-Soviet countries, and the inconsistency of the formation of a new statehood. The claims of any culture to the exclusive universal significance are counterproductive in this situation. Modern globalism is dangerous because it tries to instill in the consciousness the idea of the universal significance of only European culture.

МУЛЬТИКУЛЬТУРНЫЙ АНГЛИЙСКИЙ ЯЗЫК ЛОНДОНА В ЯЗЫКОВОМ КОНТИНУУМЕ БРИТАНИИ

The article explores the role and significance of Multicultural London English (MLE) in the linguistic context of modern London and Britain. The paper analyzes the features and unique characteristics of MLE, the history of its formation as a result of long-term immigration of various ethnic groups to the capital city. MLE serves as a vivid example of interaction and interpenetration of various cultures and linguistic traditions, reflects the ethnocultural diversity of modern British society. The study of this phenomenon contributes to the development of intercultural communication, tolerance, respect for other cultures and languages. The author emphasizes the relevance and importance of studying this multiethnic language in the context of modern linguistics.

DESIGNING ETHNOCULTURAL IDENTITIES IN DIVIDED SOCIETIES AND CONSOCIATIONAL DEMOCRACY AS A POSSIBILITY

The management of ethnocultural diversity and design of related identities constitute one of the most fundamental questions of contemporary political science and constitutional law. Many countries in today’s world, albeit in different versions and degrees, are faced with challenges caused by ethnocultural identities that have transformed into political identities. Demands and problems arising in the line of ethnocultural identities occupy the agenda of many developed and developing countries. This article aims to highlight the most realistic and democratic method and strategy for such management and design through researching approaches and methods employed for ethnocultural identities in ethnoculturally deeply divided societies. In this context, following a brief explanation of the concept of a divided society, a macro-political analysis will be used to determine the main approaches and methods. Methods and strategies used by democratic states for ethnocultural diversity will be discussed under two general approaches: Integration, which advocates the policy of single identity in the public sphere, and accommodation, which protects diversity and advocates multiple identity in the public sphere. Following will be an examination as to whether the consociational power-sharing method is best suited as a design for ethnocultural identities in divided societies.

Spatial Hotspots and Sociodemographic Profiles Associated With Traumatic Brain Injury in Nova Scotia.

Traumatic brain injury (TBI) is a leading cause of death and disability, primarily caused by falls and motor vehicle collisions (MVCs). Although many TBIs are preventable, there is a notable lack of studies exploring the association of geographically defined TBI hotspots with social deprivation. Geographic information systems (GIS) can be used to identify at-risk neighborhoods (hotspots) for targeted interventions. This study aims to determine the spatial distribution of TBI by major causes and to explore the sociodemographic and economic characteristics of TBI hotspots and cold spots in Nova Scotia. Patient data for TBIs from 2003 to 2019 were obtained from the Nova Scotia Trauma Registry. Residential postal codes were geocoded and assigned to dissemination areas (DA). Area-based risk factors and deprivation status (residential instability [RI], economic dependency [ED], ethnocultural composition [EC], and situational vulnerability [SV]) from the national census data were linked to DAs. Spatial autocorrelation was assessed using Moran's I, and hotspot analysis was performed using Getis-Ord Gi* statistic. Differences in risk factors between hot and cold spots were evaluated using the Mann-Whitney U test for numerical variables and the χ2 test or Fisher's exact test for categorical variables. A total of 5394 TBI patients were eligible for inclusion in the study. The distribution of hotspots for falls exhibited no significant difference between urban and rural areas (p = 0.71). Conversely, hotspots related to violence were predominantly urban (p = 0.001), whereas hotspots for MVCs were mostly rural (p < 0.001). Distinct dimensions of deprivation were associated with falls, MVCs, and violent hotspots. Fall hotspots were significantly associated with areas characterized by higher RI (p < 0.001) and greater ethnocultural diversity (p < 0.001). Conversely, the same domains exhibited an inverse relationship with MVC hotspots; areas with low RI and ethnic homogeneity displayed a higher proportion of MVC hotspots. ED and SV exhibited a strong gradient with MVC hotspots; the most deprived quintiles displayed the highest proportion of MVC hotspots compared with cold spots (ED; p = 0.002, SV; p < 0.001). Areas with the highest levels of ethnocultural diversity were found to have a significantly higher proportion of violence-related hotspots than cold spots (p = 0.005). This study offers two significant contributions to spatial epidemiology. First, it demonstrates the distribution of TBI hotspots by major injury causes using the smallest available geographical unit. Second, we disentangle the various pathways through which deprivation impacts the risk of main mechanisms of TBI. These findings provide valuable insights for public health officials to design targeted injury prevention strategies in high-risk areas.

An ethnographic approach to school engagement in immigration contexts: the role of sociability dynamics

This article reviews some key contributions based on ethnographic and qualitative research on the school engagement experiences and dynamics of children living in contexts of ethno-cultural diversity and social inequality shaped by migration flows. More concretely, it is analysed the impact of school climate and sociability dynamics (both between pupils and adults, and among peers). We argue that the attentive incorporation of the ethnographic perspective in this field is essential and enriches both theoretically and methodologically the traditional psychological approaches from which the concept of school attachment has been approached and measured.