I Kostet
Dados Biográficos
| ID | 40487 |
|---|---|
| NOME | I Kostet |
| PRENOMES | I |
| SOBRENOME | Kostet |
| ASSINATURA | KOSTET I |
| AFILIAÇÕES | University of Antwerp |
| ORCID | 0000-0002-2061-5673 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 20 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 4 |
The (un)importance of ethnicity in adolescents’ boundary making
Drawing on three rounds of in-depth interviews with Antwerp pupils aged 11–14, we examine how adolescents’ moral boundary making shifts (or not) during the course of a two-school year period, as they talk about whom they like to hang out with (or not), the diversity in their surroundings and in their friendship groups, and the (un)importance of ethnicity in their peer relations. The results show that adolescents initially draw three subtypes of m…
(Un)Doing reflexivity
Positionality and (racialised) positions of power have become crucial topics in the field of ethnic and racial studies, resulting in a growing number of self-reflexive papers on power relations in so-called "cross-ethnic" or "cross-racial" research. However, there has been little comprehensive empirical examination of how researchers navigate questions of positionality when studying ethnic and racial diversity and inequality. This article address…
On the shifting (ir)relevance of national and ethnic identifications in urban children’s everyday lives
Based on three rounds of in-depth interviews, this article discusses the various ways in which children negotiate ethnic and national identities in a majority-minority city. I examine which identity labels children identify with, which relevance they attach to those labels, how they define these inclusively or exclusively and what these labels reveal about their senses of belonging. Children negotiate identity in myriad and creative ways and, whi…
Shifting power dynamics in interviews with children
This article aims to contribute to the literature on power dynamics and researchers' positionality in qualitative research, by shedding light on the experiences of a minority ethnic researcher with a working-class background. Drawing on Bourdieusian concepts, it discusses how middle-class children confronted the researcher with language stigma and how they, while drawing boundaries vis-à-vis those who 'lack' cultural capital, (unintentionally) dr…
How children and adults challenge each other’s performances of everyday cosmopolitanism
Based on in-depth interviews with children aged 11–14, and their parents and teachers, this article discusses the various ways in which children and adults claim to value ethnic diversity, and how they challenge each other’s understandings of racism and performances of everyday cosmopolitanism. We illustrate how certain speech norms emerge during the interviews, and how especially adults seem to perform their cultural openness in such a way as to…
How children negotiate and make sense of social class boundaries
This article aims to understand how children in a superdiverse Western European city actively negotiate their social position. Based on in-depth interviews with children aged 11–13, we highlight how a diverse group of children give meaning to social inequality and assess how they position themselves towards different socio-economic groups. We argue that children not only show an acute awareness of social differences but also engage in symbolic bo…
Repertoires on diversity among primary school children
This article examines how children in super-diverse schools draw on cultural repertoires to construct ethno-cultural similarities and differences. Based on 47 interviews, we show how, first, children talk about diversity as a commonplace aspect of daily life. Second, we describe how cosmopolitan arguments are used to make sense of diversity. The third repertoire focusses on 'otherness' and emphasizes the 'cultural frictions' that would stem out o…
Maybe Life Can Become Easier Because of My Good Grades
In this article, we draw on interviews with pupils aged 11-13 years, to analyse children's aspirations, expectations of the future, and reasonings about social inequality in the context of an early tracking education system. We highlight the conflicting yet creative ways in which children make sense of inequality in relation to life chances. Although our child-respondents prefer structural explanations for inequality, they strategically draw on r…
Repertoires on diversity among primary school children
This article examines how children in super-diverse schools draw on cultural repertoires to construct ethno-cultural similarities and differences. Based on 47 interviews, we show how, first, children talk about diversity as a commonplace aspect of daily life. Second, we describe how cosmopolitan arguments are used to make sense of diversity. The third repertoire focusses on 'otherness' and emphasizes the 'cultural frictions' that would stem out o…
(Un)Doing reflexivity
Positionality and (racialised) positions of power have become crucial topics in the field of ethnic and racial studies, resulting in a growing number of self-reflexive papers on power relations in so-called "cross-ethnic" or "cross-racial" research. However, there has been little comprehensive empirical examination of how researchers navigate questions of positionality when studying ethnic and racial diversity and inequality. This article address…
Shifting power dynamics in interviews with children
This article aims to contribute to the literature on power dynamics and researchers' positionality in qualitative research, by shedding light on the experiences of a minority ethnic researcher with a working-class background. Drawing on Bourdieusian concepts, it discusses how middle-class children confronted the researcher with language stigma and how they, while drawing boundaries vis-à-vis those who 'lack' cultural capital, (unintentionally) dr…
How children negotiate and make sense of social class boundaries
This article aims to understand how children in a superdiverse Western European city actively negotiate their social position. Based on in-depth interviews with children aged 11–13, we highlight how a diverse group of children give meaning to social inequality and assess how they position themselves towards different socio-economic groups. We argue that children not only show an acute awareness of social differences but also engage in symbolic bo…
The (un)importance of ethnicity in adolescents’ boundary making
Drawing on three rounds of in-depth interviews with Antwerp pupils aged 11–14, we examine how adolescents’ moral boundary making shifts (or not) during the course of a two-school year period, as they talk about whom they like to hang out with (or not), the diversity in their surroundings and in their friendship groups, and the (un)importance of ethnicity in their peer relations. The results show that adolescents initially draw three subtypes of m…
Maybe Life Can Become Easier Because of My Good Grades
In this article, we draw on interviews with pupils aged 11-13 years, to analyse children's aspirations, expectations of the future, and reasonings about social inequality in the context of an early tracking education system. We highlight the conflicting yet creative ways in which children make sense of inequality in relation to life chances. Although our child-respondents prefer structural explanations for inequality, they strategically draw on r…
How children negotiate and make sense of social class boundaries
This article aims to understand how children in a superdiverse Western European city actively negotiate their social position. Based on in-depth interviews with children aged 11–13, we highlight how a diverse group of children give meaning to social inequality and assess how they position themselves towards different socio-economic groups. We argue that children not only show an acute awareness of social differences but also engage in symbolic bo…
Repertoires on diversity among primary school children
This article examines how children in super-diverse schools draw on cultural repertoires to construct ethno-cultural similarities and differences. Based on 47 interviews, we show how, first, children talk about diversity as a commonplace aspect of daily life. Second, we describe how cosmopolitan arguments are used to make sense of diversity. The third repertoire focusses on 'otherness' and emphasizes the 'cultural frictions' that would stem out o…
Maybe Life Can Become Easier Because of My Good Grades
In this article, we draw on interviews with pupils aged 11-13 years, to analyse children's aspirations, expectations of the future, and reasonings about social inequality in the context of an early tracking education system. We highlight the conflicting yet creative ways in which children make sense of inequality in relation to life chances. Although our child-respondents prefer structural explanations for inequality, they strategically draw on r…
How children and adults challenge each other’s performances of everyday cosmopolitanism
Based on in-depth interviews with children aged 11–14, and their parents and teachers, this article discusses the various ways in which children and adults claim to value ethnic diversity, and how they challenge each other’s understandings of racism and performances of everyday cosmopolitanism. We illustrate how certain speech norms emerge during the interviews, and how especially adults seem to perform their cultural openness in such a way as to…
On the shifting (ir)relevance of national and ethnic identifications in urban children’s everyday lives
Based on three rounds of in-depth interviews, this article discusses the various ways in which children negotiate ethnic and national identities in a majority-minority city. I examine which identity labels children identify with, which relevance they attach to those labels, how they define these inclusively or exclusively and what these labels reveal about their senses of belonging. Children negotiate identity in myriad and creative ways and, whi…
Shifting power dynamics in interviews with children
This article aims to contribute to the literature on power dynamics and researchers' positionality in qualitative research, by shedding light on the experiences of a minority ethnic researcher with a working-class background. Drawing on Bourdieusian concepts, it discusses how middle-class children confronted the researcher with language stigma and how they, while drawing boundaries vis-à-vis those who 'lack' cultural capital, (unintentionally) dr…
The (un)importance of ethnicity in adolescents’ boundary making
Drawing on three rounds of in-depth interviews with Antwerp pupils aged 11–14, we examine how adolescents’ moral boundary making shifts (or not) during the course of a two-school year period, as they talk about whom they like to hang out with (or not), the diversity in their surroundings and in their friendship groups, and the (un)importance of ethnicity in their peer relations. The results show that adolescents initially draw three subtypes of m…
(Un)Doing reflexivity
Positionality and (racialised) positions of power have become crucial topics in the field of ethnic and racial studies, resulting in a growing number of self-reflexive papers on power relations in so-called "cross-ethnic" or "cross-racial" research. However, there has been little comprehensive empirical examination of how researchers navigate questions of positionality when studying ethnic and racial diversity and inequality. This article address…
Sociology (8 obras) · Political science (7 obras) · Psychology (7 obras) · Social Psychology (7 obras) · Gender Studies (6 obras) · Anthropology (5 obras) · Ethnic group (5 obras) · Migration, Refugees, and Integration (4 obras) · Politics (4 obras) · Social science (4 obras)