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 racialisation -- Disentangling 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 -- Conclusion -- 6 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