ABSTRACT
This chapter examines the role of global imaginaries for immigrant-background children’s identity constructions in primary schools in France and England, showing how references to global representations allow children to renegotiate national frameworks through wider references to other languages and cultures. In a broadly educational context relating to language arts, Welply critically appraises the thoughts and feelings of a historically – and all too often currently – marginalized group. Identity and place have a special place in relation to those who have immigrated into other countries or areas, for whatever reasons, and here Welply seeks to explore complex notions and feelings in a spirit at once celebratory and critical.
