Children's friendships in super-diverse localities

Encounters with social and ethnic difference

Dados Bibliográficos

ID3111956
AutoresH Iqbal (0000-0002-3437-3759, University College London, UK, autor correspondente), Sarah Neal (0000-0003-1812-7221, University of Surrey), C Vincent (0000-0003-1284-1950, University College London, UK)
Ano2017
Volume24
Fascículo1
Páginas128-142
Data de publicação2017-02-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoChildhood (JOURNAL)
Identificadores do periódicoISSN: 0907-5682 • E-ISSN: 1461-7013
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0907568216633741
PMID28232774
OpenAlexW2309696347
IdiomaEN
Citações recebidas22
Referências citadas34

This article explores how children make, manage, or avoid friendships in super-diverse primary school settings. We draw on interviews and pictorial data from 78 children, aged 8-9 years across three local London primary schools to identify particular friendship groupings and the extent to which they followed existing patterns of social division. Children in the study did recognise social and cultural differences, but their friendship perceptions, affections, conflicts and practices meant that the way in which difference impacted relationships was partial and unstable. Friendship practices in the routine settings of school involved interactions across difference, but also entrenchments around similarity

Developmental psychology · Ethnic group · Friendship · Perception · Similarity (geometry · Sociology · Anthropology · Children's Rights and Participation · Early Childhood Education and Development · Gender Studies · Parental Involvement in Education · Psychology · Social Psychology