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La representación mediática de las personas jóvenes españolas protagonistas de una nueva emigración hacia Europa en los últimos años suele recurrir, por defecto, a una composición homogeneizadora que no se corresponde con la realidad de este flujo. Este artículo contribuye a hacer visible la diversidad en la composición de los jóvenes españoles que emigran al extranjero en el contexto de crisis y sus estrategias específicas, a través del trabajo de campo etnográfico desarrollado en el área de Barcelona. El análisis se centra en el estudio de caso de Mariama, descendiente de migrantes de África occidental en Europa, y su movilidad comunitaria y de emancipación, que permite identificar la construcción y el uso del capital migratorio que subyace a la emergencia de un ‘nuevo’ proyecto de movilidad, sumándose a esa parte de la juventud española que se ha visto forzada a construir su futuro en otros países de Europa.

Young Spanish Black people born to migrant parents continue to be either invisible or problematized in public discourses, which project a monocultural and phenotypically homogeneous Europe. Research in countries with a long immigration history has shown that in the process of othering minorities, gender ideologies emerge as ethnic boundaries and feed the paternalistic treatment of women while accusing their families and communities of harming them through atavistic traditions. However, little research has focused on girls’ and young women from West African immigration and Muslim tradition in Spain, a country where they represent the first “second generation”. In order to gain a deeper insight into their processes and views, this paper describes and analyses the educational trajectories and transitions to adult life of a group of young women with these backgrounds who participated in a multilevel and narrative ethnography developed in the framework of a longitudinal and comparative project on the risk of Early Leaving of Education and Training in Europe (ELET). In the light of the conceptual contributions of the politics of belonging and intersectionality, the responsibilities regarding the conditions for gaining independence are relocated while assessing the role of the school in the processes of social mobility and the development of egalitarian aspirations in the labor market and in the family environment. The findings show how the limits encountered by these young women in their trajectories to an independent adult life are mainly produced by processes of racialization conditioned by class and gender, ironically in key spaces of social inclusion such as schools and the labor market rather than, or mainly by, an ethnic community that subjugates them.

No abstract

This article analyses the structural barriers affecting the processes of linguistic integration among adult migrants and refugees by focusing on both teachers’ and learners’ experiences in the context of an EU-funded project for good practice exchange. Reflections and assumptions of language teachers for migrants and refugees from four European countries (Spain, Germany, Italy and Poland) are set against the linguistic needs and expectations of their students through the case of a Pakistani migrant woman in Barcelona. Although language training for migrants’ labour integration and participation is widely emphasized by supranational, national and regional institutions, it is not a genuine priority in most of the countries of reception. Limited training focused on issues related to language and anti-immigration and/or nationalist discourses condition well-intended initiatives from third sector organisations. Moving away from purely pedagogical factors, this article aims to contribute to locating language learning as social integration under the lens of social justice.