Picture of UK Houses of Parliament

Leading national thinking on politics, government & public policy through Open Access research

Strathprints makes available scholarly Open Access content by researchers in the School of Government & Public Policy, based within the Faculty of Humanities & Social Sciences.

Research here is 1st in Scotland for research intensity and spans a wide range of domains. The Department of Politics demonstrates expertise in understanding parties, elections and public opinion, with additional emphases on political economy, institutions and international relations. This international angle is reflected in the European Policies Research Centre (EPRC) which conducts comparative research on public policy. Meanwhile, the Centre for Energy Policy provides independent expertise on energy, working across multidisciplinary groups to shape policy for a low carbon economy.

Explore the Open Access research of the School of Government & Public Policy. Or explore all of Strathclyde's Open Access research...

Transnational intergenerationalities : cultural learning in Polish migrant families and its implications for pedagogy

Sime, Daniela and Pietka-Nykaza, Emilia (2015) Transnational intergenerationalities : cultural learning in Polish migrant families and its implications for pedagogy. Language and Intercultural Communication, 15 (2). ISSN 1747-759X

PDF (Sime_Pietka_Nykaza_LAIC2015_transnational_intergenerationalities_cultural_learning_polish_migrant_families)
Accepted Author Manuscript

Download (530kB)| Preview


    In this qualitative study, we examine the impact of family migration on intergenerational learning, especially in relation to the transmission of cultural values and practices. Drawing on data collected through in-depth case studies with migrant Polish children and their parents, we explore the influence of intergenerationality on children’s cultural practices, beliefs and sense of identity and explore the significant forms of learning which take place within transnational families. Prompted by the diverse influences on their cultural learning after migration- from statutory services, community organisations, media, peers and family across two countries- children’s beliefs about the cultural values they should adopt are constantly under pressure and transformation. Using a sociocultural approach, we examine migrant children’s and their parents’ positions, and describe these as convergent or divergent in terms of cultural values and practices. We highlight the key role of children’s agency in the processes of intergenerational learning and relations and argue that transnational intergenerationalities need to be understood as re-configured by the new spatiality of family migration and require a more complex relational analysis, in order to inform inclusive practices in schools and community-based initiatives.