Articles | Volume 72, issue 2
https://doi.org/10.5194/gh-72-217-2017
https://doi.org/10.5194/gh-72-217-2017
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16 May 2017
Standard article |  | 16 May 2017

Unaccompanied minor asylum seekers – processes of subject formation and feelings of belonging in the context of educational experiences in Switzerland

Barbara Bitzi and Sara Landolt

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Cited articles

Allsopp, J., Chase, E., and Mitchell, M.: The tactics of time and status: young people's experiences of building futures while subject to immigration control in Britain, J. Refug. Stud., 28, 163–182, https://doi.org/10.1093/jrs/feu031, 2015.
Ansell, N.: `Of course we must be equal, but…': imagining gendered futures in two rural southern African secondary schools, Geoforum, 33, 179–194, 2002.
Antony, E.: Les mineurs non accompagnés séjournant en Suisse: quelles perspectives d'avenir?, Master Thesis, Institut Universitaire Kurt Bösch, Sion., 2010.
Behrensen, B. and Westphal, M.: Junge Flüchtlinge – ein blinder Fleck in der Migrations- und Bildungsforschung. Bildung junger Flüchtlinge als Randthema in der migrationspolitischen Diskussion, in: Bildung für junge Flüchtlinge – ein Menschenrecht: Erfahrungen, Grundlagen und Perspektiven, edited by: Krappmann, L., Lob-Hüdepohl, A., Bohmeyer, A., and Kurzke-Maasmeier, S., 45–58, W. Bertelsmann Verlag, Bielefeld, 2009.
Bildungsdirektion Kanton xx: Umsetzung Volksschulgesetz. Merkblatt Schulpflicht, Disziplinarmassnahmen und Elternpflichten, Bildungsdirektion Kanton xx, Volksschulamt, XX., n.d.
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Short summary
Drawing on ethnographic research in a center for unaccompanied minor asylum seekers (UAM) in Switzerland we explored educational experiences of UAM. Our results show that attending internal schools should be time-bound as it can hinder the recognition of UAM’s previously acquired educational knowledge. Further, UAM attending mainstream schools experience feelings of not belonging, which seem to be caused by having the life experiences of a UAM and stereotypes about refugees and asylum seekers.