Please use this identifier to cite or link to this item:
Scopus Web of Science® Altmetric
Type: Journal article
Title: “My friends are there”: constructions of schooling of children of Filipino immigrants in South Australia
Author: Potts, A.
Maadad, N.
Yu, M.
Citation: Cogent Education, 2017; 4(1):1412036-1-1412036-17
Publisher: Cogent OA
Issue Date: 2017
ISSN: 2331-186X
Statement of
Anthony Potts, Nina Maadad and Marizon Yu
Abstract: This article provides insights into children’s perspectives on schooling experiences following immigration. Albeit focusing on a small cohort of children, the theory and methodology in the article could well be applied to children of immigrants from other cultures. In exploring the primary school experiences of children of Filipino immigrants in South Australia, symbolic interactionism as frame of analysis and in-depth interviews as research method have been utilised. This study shows that children constructed perspectives on the school environment, academic work and interaction with peers and teachers. Symbolic interactionism asserts that children defined their situations, took perspectives and adjusted their behaviour in line with that of others. This paper argues that children’s perspectives were informed by socialisation to prior schooling in the Philippines and interaction with family, peers and teachers. This prior schooling experience, likewise, informed the children’s construction of primary schooling in South Australia.
Keywords: Primary schooling; symbolic interactionism; immigrant children; Australia; Filipino immigrant children; socialisation; children’s perspectives; coping
Rights: © 2017 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
RMID: 0030079117
DOI: 10.1080/2331186X.2017.1412036
Appears in Collections:Education publications

Files in This Item:
File Description SizeFormat 
hdl_115966.pdfPublished Version567.87 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.