ABSTRACT

This article is an exploration of racialised understandings of migrant learners within the educational space of primary school and the social context of xenophobia in South Africa. These understandings draw from small-scale creative visual research that focused on migrant learners’ perspectives on their school experiences. Framed by the concepts of ‘recognition’ and ‘White privilege’, it uses the spatial encounter between two learners – one racialised as White and one as Black – and draws on elements of storytelling to present their fragmentary, mosaic-like narratives, highlighting two facets of racialisation: the prizing of White migrant identities and the erasure of Black migrant identities. This study contributes to the field of children’s geographies in terms of revealing how migrant primary school children experience the school space differently as differently racialised individuals, as well as how research approaches common in education (picturebooks) and Critical Race Theory (storytelling) can enable such stories to emerge in migration research.

摘要

本文探讨了小学教育空间内对移民学习者的种族化理解以及南非仇外心理的社会背景。这些理解源自小规模的创意视觉研究，重点关注移民学习者对其学校经历的看法。以“认可”和“白人特权”的概念为框架，它利用了两名学习者之间的空间相遇——一名被种族化为白人，一名被种族化为黑人——并利用讲故事的元素来呈现他们碎片化的、马赛克式的叙述，突出了两个学习者的故事：种族化的各个方面：对白人移民身份的珍视和对黑人移民身份的抹杀。