Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Human Development and Capabilities on 24 August 2020, available online: https://www.tandfonline.com/doi/abs/10.1080/19452829.2020.1801609
Accepted author manuscript, 373 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - From Streets to Developing Aspirations
T2 - How does Collective Agency for Education change Marginalised Migrant Youths’ Lives?
AU - Mkwananzi, Faith
AU - Cin, F. Melis
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Human Development and Capabilities on 24 August 2020, available online: https://www.tandfonline.com/doi/abs/10.1080/19452829.2020.1801609
PY - 2020/8/24
Y1 - 2020/8/24
N2 - This paper provides an account of migrant youths’ experiences of access to education through a social initiative-driven school and highlights how these youths developed pathways of aspirations to work for the good of the community. In doing so, the paper also provides a lens to the issues of migration in Southern Africa and a context in which to understand how collective action (agency) for education can deeply transform marginalised migrants’ aspirations and offer spaces of equality and agency for change. Drawing on data collected over a span of three years, the paper aims to illustrate how Albert Street School (Authority obtained to use original school name), established as a part of grass-root collective action, supports and impacts on migrants’ capabilities and how these capabilities lead to aspirations for public good. The narrative methodology used to understand migrant youths’ lives and experiences illustrates that collective capabilities have the potential to address different forms of disadvantage and distribute diverse and incommensurable good to local communities.
AB - This paper provides an account of migrant youths’ experiences of access to education through a social initiative-driven school and highlights how these youths developed pathways of aspirations to work for the good of the community. In doing so, the paper also provides a lens to the issues of migration in Southern Africa and a context in which to understand how collective action (agency) for education can deeply transform marginalised migrants’ aspirations and offer spaces of equality and agency for change. Drawing on data collected over a span of three years, the paper aims to illustrate how Albert Street School (Authority obtained to use original school name), established as a part of grass-root collective action, supports and impacts on migrants’ capabilities and how these capabilities lead to aspirations for public good. The narrative methodology used to understand migrant youths’ lives and experiences illustrates that collective capabilities have the potential to address different forms of disadvantage and distribute diverse and incommensurable good to local communities.
KW - Aspirations
KW - Capabilities
KW - Collective action
KW - Education
KW - Migrant youth
KW - Social good
U2 - 10.1080/19452829.2020.1801609
DO - 10.1080/19452829.2020.1801609
M3 - Journal article
VL - 21
SP - 320
EP - 338
JO - Journal of Human Development and Capabilities
JF - Journal of Human Development and Capabilities
SN - 1945-2829
IS - 4
ER -