‘This Society Has Taken Me.’ Intensive Parenting and Fragile Belonging among Second-Generation Minority Danish Parents

Based on life-history interviews and fieldwork among second-generation minority Danish parents from different ethnic backgrounds, this article explores changes in parenting norms practices between first-generation parents. The generally experience that, compared to their own contemporary parents, they have a more ‘open’ ‘engaged’ relationship with children schools, making them feel intimately shaped by society. Contesting integration governmentality approaches, the takes an Eliasian figurational approach, illuminating historical current characteristics of state, school, children, that shapes ‘state-school figuration’. It how these minorities’ entanglement interdependencies figuration—first as later parents—makes it valuable sensible for engage ‘intensive parenting’ applauded schools. Yet, due interdependencies, intensive involves both distancing themselves acting cultural brokers well using insider knowledge protect negative influence, stigmatisation, discrimination.