
Contents
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Rearing Preschoolers and Ambiguities of Belonging Rearing Preschoolers and Ambiguities of Belonging
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Early Embodiment Early Embodiment
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The Kita: Building Affective Circuits in a Routine Organization The Kita: Building Affective Circuits in a Routine Organization
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“I Have a German Child”: Between Pride and Exasperation “I Have a German Child”: Between Pride and Exasperation
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Keeping Children Cameroonian Keeping Children Cameroonian
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Rearing Schoolchildren: Success and Belonging … to What? Rearing Schoolchildren: Success and Belonging … to What?
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The Einschulungsparty (School-Starting Party) The Einschulungsparty (School-Starting Party)
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Early Starts: Circulating Advice, Cultivating Achievement Early Starts: Circulating Advice, Cultivating Achievement
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“Where Do You Come From?” Teaching Resilience Through Belonging “Where Do You Come From?” Teaching Resilience Through Belonging
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Mothering Teens: Discipline and Emotion Work with an Accent Mothering Teens: Discipline and Emotion Work with an Accent
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Short Circuits? The Rarity of Child Circulation Short Circuits? The Rarity of Child Circulation
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Conclusion Conclusion
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4 Raising Cameroonian Families in Berlin
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Published:November 2016
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Abstract
This chapter investigates mothers’ socially reproductive work forging belonging for their children through transmitting family ties and attitudes. It reveals the inherently unfinished nature of culture and belonging. Through their child-rearing practices and their cultivation of social networks, migrant mothers attempt to provide their children with guidance and stability in a world of global mobility. They seek to instill in their children a proud sense of having roots, traditions, and extended family ties. Simultaneously, mothers work hard to develop children’s emotional dispositions and life skills that facilitate global mobility. This chapter shows the multiple strategies mothers use to meet the dilemmas of childrearing—foremost of which is the management of flows along affective circuits. Language learning becomes simultaneously an indicator of cultural retention and integration in a new place. Mothers strive to keep children Cameroonian by correcting their distorted perceptions of Africa, teaching respect for elders, adapting old secular rituals (for newborns) and creating new ones (the school-starting party). The phrases “I have a German child” and “Where do you come from?” express mothers’ ambivalent feelings about their children’s socialization in Germany as well as the limits to their acceptance by broader (non-immigrant) German society.
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