Cover; Title; Copyright; Dedication; Contents; List of figures; Acknowledgements; 1 Introduction; The present study; Immigration to Ireland; Diversity in Ireland; 'Irish' citizenship; Migrant children in primary schools in Ireland; Structure of book; 2 Rationalising immigration; Macro assimilation, multiculturalism and integration; Racialisation, nationalism and the nation state; Authenticity; Whiteness; Conclusion; 3 The importance of embodiment; Human capital and acculturation; The theoretical framework of Pierre Bourdieu; Masculinities: embodying rationality

The irrational body: gender, socio-economic status and racialisationDisentangling the body from sexuality; Phenomenology: beyond mind body dualism; Conclusion; 4 Emotions, affect and interaction ritual; Perception and apperception; Erving Goffman, interaction, rituals and encounters; Emotion and affect; The desire for recognition; Conclusion; 5 Authentically a Northside boy; Welcome to the Northside; The Northside in the school; Being read as 'authentic'; Authenticity and accumulation; Authenticity and duality; Authenticity as doxa; Vignette 5.1: Case study class
Barry an 'authentic' fake

Conclusion6 The child world field: micro interactions and deference; Body comparisons; Exposed encounters; Deference; Invisible encounters; Visible encounters; Exposed through skin colour; Vignette 6.1: Child world of school 3; Conclusion; 7 Symbolic violence in the child world; Covert symbolic violence; Overt symbolic violence in the school; Vignette 7.1: Themba; Conclusion; 8 Double estrangement, affect and reflexivity; Affective outcomes; Self-consciousness action; Reflective habits; Reflection and the objective body; Vignette 8.1: John; Conclusion; 9 Conclusions; Concluding remarks

The possibility of change at the micro levelChange at the macro level; Release the burden; Bibliography; Index