“Los malos a mí no me llaman por mi nombre, me dicen moro todo el día”: una aproximación etnográfica sobre alteridad e identidad en alumnado inmigrante musulmán

The text analyses the relation in the Spanish context between the problematization of the migratory phenomenon, the new logics of functioning of racism and the conceptual proposals on ‘islamophobia’ that have been established during the last years. To do that, the paper presents some results of different ethnographic researches where I have being working for during the last years in the educational context of Andalusia. Based on biographic interviews with students, families and teachers, the paper illustrates the main representations about the Muslim immigrant students as well as the correspondences and divergences among these images of otherness and those teenagers’ identification processes. En el artículo se reflexiona sobre las relaciones existentes en el contexto español entre la problematización social del fenómeno migratorio, las nuevas lógicas de funcionamiento del racismo y las propuestas conceptuales realizadas sobre “islamofobia” en los últimos años para explicar este fenómeno. Para ello se presentan parte de los resultados obtenidos a partir de la participación en diversas investigaciones etnográficas llevadas a cabo en los últimos años en centros educativos andaluces. A través de la realización de entrevistas biográficas a alumnado, familias y profesorado, se describe y analiza cuáles son las principales representaciones sobre el alumnado inmigrante musulmán y las correspondencias y divergencias entre esas representaciones de otredad y los procesos de identificación de los/as jóvenes. The text analyses the relation in the Spanish context between the problematization of the migratory phenomenon, the new logics of functioning of racism and the conceptual proposals on ‘islamophobia’ that have been established during the last years. To do that, the paper presents some results of different ethnographic researches where I have being working for during the last years in the educational context of Andalusia. Based on biographic interviews with students, families and teachers, the paper illustrates the main representations about the Muslim immigrant students as well as the correspondences and divergences among these images of otherness and those teenagers’ identification processes