SummaryIn response to the so-called “refugee crisis,” the Catalan regional government set up experimental services for children migrating without guardians, with the explicit aim of safeguarding their rights. With their continued arrival, however, overcrowding in the facilities and the youths’ educational and life prospects have become topics of fierce debate. This article investigates whether young migrants can live in the educational centers that host them. Basing ourselves on the distinction between occupying and living in a place, we call into question the conditions of non-life that, from the educational perspective, the reception system offers migrant youth. A qualitative study was undertaken to gather and triangulate the views of the young migrants ( n = 42), and that of their social educators ( n = 15), and of the management of the reception centers ( n = 2).FindingsDespite efforts to put in place policies affording quality attention, a series of contradictions cause the system to favor the homogenization of outcomes rather than adequately acknowledging and addressing the youths’ individual needs. This added to the lack of resources mobilized, has yielded the result that the system that supposedly provides protection for minors, rather than being a lived-in place, has become a classical example of a non-occupied space.ApplicationsProviding a habitable place depends on the pedagogical commitment of social educators and managers to offering these children the chance to build emotional ties with the center, so that it may become a proper place in the world despite the bureaucratic and structural hurdles.

中文翻译：

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保护加泰罗尼亚无人陪伴的儿童和青少年移民：居住地、占领地还是非地方？

摘要 为了应对所谓的“难民危机”，加泰罗尼亚地区政府为无监护人的移民儿童设立了实验性服务，其明确目的是维护他们的权利。然而，随着他们的不断到来，设施的过度拥挤以及青少年的教育和生活前景成为了激烈争论的话题。本文调查了年轻移民是否可以住在收容他们的教育中心。基于居住和居住在一个地方之间的区别，我们对接收系统为流动青年提供的非生命条件提出了质疑。我们进行了一项定性研究，收集并分析年轻移民（n = 42）、社会教育者（n = 15）以及接待中心管理人员（n = 2）的观点。尽管制定了提供高质量关注的政策，但一系列矛盾导致制度倾向于结果的同质化，而不是充分承认和解决青年的个性化需求。这加剧了资源调动的不足，导致本应为未成年人提供保护的系统，而不是居住的地方，已经成为无人居住空间的典型例子。应用程序提供可居住的地方取决于社会教育工作者和管理人员的教学承诺是为这些孩子提供与中心建立情感联系的机会，以便尽管存在官僚和结构性障碍，该中心仍可能成为世界上合适的地方。