This article presents the results of an ethnographic study which sought to analyze the educational and social contexts where the experiences of Moroccan young people in Catalonia, Spain, developed. Contributions of ethnographic research literature on identity, education and immigration are reviewed, and the methodological aspects of the ethnography are described. The analysis placed in a central position the conditions under which young people built their trajectories and identities. The results address the specific difficulties faced by these young people in school and socially, as well as the strategies driven by their families to mitigate the adverse effects felt in the new environments.
|Translated title of the contribution||School and social identities of moroccan young people in Catalonia (Spain)|
|Number of pages||25|
|Publication status||Published - 2011|