ABSTRACT

Civic education is critical to the preparation of migrant youth for democratic living by instilling in them a sense of belonging to the polity. However, liberal conceptions of the citizen as a rational individual actor do not explain the relationship between emotions and belonging or how affective boundaries can limit civic participation. This study highlights issues faced by migrant youth from West African countries whose identities as African, Muslim, and migrant make them frequent targets of an affective politics of fear. Adopting a critical visual research methodology, this study seeks to better understand how five West African youth attending an urban high school for late-arrival migrants constructed belonging within and across nation-state boundaries. The youth mobilized emotions, including solidarity and conviviality, in order to constitute themselves as affective citizens, thus providing insight into how social studies educators can incorporate emotion in the classroom as civic resources for political engagement.

摘要

公民教育对于通过为移民青年灌输对政治的归属感，对他们的民主生活的准备至关重要。但是，将公民视为理性的个人行为者的自由主义观念并不能解释情绪和归属感之间的关系，也不能解释情感界限如何限制公民的参与。这项研究突出了西非国家的青年移民所面临的问题，他们的身份是非洲，穆斯林和移民，使他们经常成为情感恐惧政治的目标。本研究采用一种批判性的视觉研究方法，旨在更好地了解五名西非青年如何在城市高中上学，以建造属于民族国家边界之内和跨越民族边界的晚来移民。年轻人调动了包括团结和欢乐的情绪，