Transcript Educated For Migration: Tunisian Migrant Identities in Context

Educated For Migration: Tunisian
Migrant Identities in Context
Aziz Fatnassi
Ph.D Student Anthropology
Ed.D Student LCLE
Origins
Embarking Upon a New Heading: Education
and Migration
Three Levels of Discourse



Macro: tensions between
the local and global
Micro: conceptions of
personal and familial
expectations
Meso: structures imposed
by the constraints of
language planning policy
The Three Sources
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Macro: voice of Habib
Bourgiba
Micro: voice of informants
and their families
Meso: narrative provided by
Tunisian language educators
Navigating the Waters Toward ‘Identity’:
The Bourgiban Tunisia
“I have always felt that the fault lies not with men, but
with their education, their way of looking at things, their
mental framework—and these can be changed for the
better by dint of intelligent and persistent effort”
(Bourguiba, The Tunisian Way, 1966, p. 1)

Choosing the Right Heading: Students and
Political Opportunity Structure
Political Opportunity
Structure


“It’s like there are no
more jobs for people
here [Tunisia and
France]. I mean, yes, I
can work and do
something to keep my
time, but I don’t make
anything from it…I feel it
is a waste, to get this
education here. I have
this degree and I cannot
do anything with it.”
-EH 24, Bardo
Changing Headings: English Language
and the Shift Toward North America
Reconceptualizing Migration: Anthropology’s
Role in Education and Migration

“our social identities, we are coming to learn, may always
be in the act of becoming, more fluid and composed
through ever evolving affiliations of our lives…educational
reforms typically do not take into account those histories
of inequality that constrain students… this top-down
paradigm…ironically renders pedagogically irrelevant the
complexities and the promise of multiculturalism and
literacy” (Campano, 2007, pp. 2-4)
Endings
Questions?
Aziz Fatnassi
Ph.D Student Anthropology
Ed.D Student LCLE