‘Everyday otherness’ – intercultural refugee encounters and everyday multiculturalism in a South Australian rural town

In this paper, I investigate the lived experience of multiculturalism often referred to as ‘everyday multiculturalism’. I suggest that the concept of ‘everyday otherness’ offers further insight in understanding the intercultural dynamics of diverse communities and explore the ways in which individuals and communities have negotiated intercultural encounters and ‘otherness’ in a regional Australian community. The research is based on ethnographic fieldwork in a South Australian regional town and draws on an analysis of 20 in-depth semi-structured interviews with long-term residents and recent humanitarian migrants – those who are from Afghan Hazara refugees/asylum seeker backgrounds. Following on from Amanda Wise’s (2009 Wise, A. 2009. “Everyday Multiculturalism: Transversal Crossings and Working Class Cosmopolitans.” In Everyday Multiculturalism, edited by A. Wise and S. Velayutham, 21–45. Basingstoke: Palgrave Macmillan. doi: 10.1057/9780230244474_2[Crossref] , [Google Scholar]) conception of individuals who facilitate bridging difference between diverse groups, ‘transversal enablers’, I identify two types of ‘transversal enablers’ that can be found among both long-term regional residents and new migrants – structural and everyday enablers – and draw out the characteristics and capacities that they exemplify in bridging ‘everyday otherness’ in the community.     

Divergent pathways: the road to higher education for second-generation Turks in Austria

The article aims to explore immigrant educational pathways in relation to access to higher education (HE) in the Austrian context. Specifically focusing on Turkish youth, the author presents case studies of students who successfully entered HE in spite of their disadvantaged social, ethnic and geographic background. By further enhancing Ball’s distinction (Ball, Reay, and David 2002) between embedded and contingent choosers, the article provides an in-depth understanding of the cultural and structural context in which these students’ educational choices are played out. Finally, reaching out for Turner’s (1960 Turner, R. H. 1960. “Sponsored and Contest Mobility and the School System.” American Sociological Review 25 (6): 855–867.10.2307/2089982[Crossref], [Web of Science ®] , [Google Scholar]) notion of sponsored mobility, the article reflects on how the process of early selection reduces the opportunities for immigrant youth to access seemingly open and free HE.     

Retracted Article: The victorious counterrevolution: the nationalist effort in the Spanish Civil War

We, the Editors and Publisher of National Identities, have retracted the following book review:

Pedro García-Guirao (2019)

Book Review of The victorious counterrevolution: the nationalist effort in the Spanish Civil War. National Identities, published online on 14^th February 2019, DOI:10.1080/14608944.2018.1563986

The above-mentioned book review contained some inaccuracies in quotations and some statements which may be misleading as to the contents of the book. The book review was subsequently revised and re-published as DOI: 10.1080/14608944.2018.1563986

We have been informed in our decision-making by our policy on publishing ethics and integrity and the COPE guidelines on retractions.

The retracted article will remain online to maintain the scholarly record, but it will be digitally watermarked on each page as “Retracted”.     

Neighborhood Effects on Racial–Ethnic Identity: The Undermining Role of Segregation

African American and Latino youth experience stereotypes about their group’s academic ability but youth high in three components of racial–ethnic identity Connectedness, Awareness of Racism, and Embedded Achievement are buffered from these stereotypes and are more likely to attain good grades in school, feel efficacious, and engaged with academics. In the current study, the effect of neighborhood segregation on these components of racial–ethnic identity was examined. Segregation impairs racial–ethnic identity Connectedness, Awareness of Racism, and Embedded Achievement among African American and Latino youth. Eighth graders (n = 206 African American, n = 131 Latino) living in 100 census tracks filled out racial–ethnic identity scales. A multilevel model demonstrates that segregation is associated with lower scores on each of the components of racial–ethnic identity.

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Toward a Framework for Understanding Forces that Contribute to or Reinforce Racial Inequality

For many years social scientists have debated the role of social structure versus culture in explaining the social and economic outcomes of African Americans. The position that one takes often reflects ideological bias. Conservatives tend to emphasize cultural factors whereas liberals pay more attention to structural conditions, with most of the attention devoted to racialist structural factors such as discrimination and segregation. In this article I develop a framework for understanding the formation and maintenance of racial inequality and racial group outcomes that integrates cultural factors with two types of structural forces—those that directly reflect explicit racial bias and those that do not. In so doing, I hope to spark greater interest and dialogue in the research and policy arenas around a more holistic approach to poverty alleviation.

‘No more Turkish music!’ The acculturation strategies of teachers and ethnic minority students in Flemish schools

ABSTRACT

While considerable research has focused on the process and factors affecting acculturation, there is little research that investigates how members of minority and majority groups define acculturation in educational settings. Ethnographic research and qualitative interviews in three secondary schools in Flanders (Belgium) show that teachers and ethnic minority students have different ideas and expectancies regarding the concept ‘integration’, which appears to affect student–teacher relationship. Berry et al.’s [1989. “Acculturation Attitudes in Plural Societies.” Applied Psychology: An International Review 3 (2): 185-206. doi:10.1111/j.1464-0597.1989.tb01208.x.] acculturation orientations are used as a theoretical template to analyse teachers’ and ethnic minority students’ discourses about acculturation. Analyses reveal that students of immigrant descent perceive acculturation mainly in terms of the establishment of intergroup contact. In contrast, teachers find it harder to disconnect cultural maintenance from contact and participation. By suggesting some form of cultural adoption, teachers hope to socialise their ethnic minority students into the culture of the dominant ethnic group and prepare them for their future. These distinct interpretations of ‘integration’ in everyday life (which actually refers to acculturation) often leads to misunderstandings between ethnic minority students and their teachers, even to conflict, as many students feel that their cultural background is disparaged and not fully valued in school.     

The disinterested state: negative diasporic policy as an expression of state inclusion and national exclusion

ABSTRACT

This article engages with the understudied phenomenon of the ‘disinterested, denouncing’ diaspora state (Levitt, P., and N. G. Schiller. 2004. “Conceptualizing Simultaneity: A Transnational Social Field Perspective on Society.” International Migration Review 38 (3): 1002–1039. doi:10.1111/j.1747-7379.2004.tb00227.x) or ‘indifferent’ diaspora state (Ragazzi, F. 2009. “Governing Diasporas.” International Political Sociology 3 (4): 378–397. doi:10.1111/j.1749-5687.2009.00082.x). Focusing on U.S. citizens abroad, the article argues that there is negative diasporic outreach on the part of the state – ‘disinterested’ from the state's perspective, but ‘denouncing’ from that of the diaspora. Negative diasporic outreach is exemplified by the 2010 FATCA legislation, which sought to root out tax evaders resident in the U.S., but has, instead, affected millions of American emigrants through increased financial control and the repercussions of those policies, and has resulted in sharply higher citizenship renunciation figures. Impact on an American diaspora was not considered in the law's proposal, debate and passage into law. Second, the article argues that this negative diasporic outreach, in combination with the continued facilitation of the right to vote, is a reflection of the inclusion of these American emigrants in the American state, but their simultaneous exclusion from the American nation.     

Coyote use in an era of heightened border enforcement: New evidence from the Arizona-Sonora border

This article utilises unique survey data from wave I of the Migrant Border Crossing Study (n?=?415) to examine how people facilitate unauthorised crossing attempts through southern Arizona. The analysis expands on previous studies in two important ways: first, it focuses exclusively on one of the busiest regions of the US–Mexico border for unauthorised migration in an era of heightened border enforcement, and second, it distinguishes between two main coyote types: ‘border business' and ‘interior’. Findings suggest migrants with more crossing experience and those who crossed during peak migration months have lower odds of travelling with ‘interior' coyotes, while with opposite is true for people with weak ties in their desired US destination. Results also indicate that women are more likely than men to travel with both coyote types. Conversely, more experienced migrants have higher odds of crossing with family/friends than either coyote type. First-time crossers also have greater odds of travelling with family/friends than ‘interior' coyotes, but not ‘border business' coyotes. Overall, results highlight important differences between coyote types and point to the continued importance of social network ties, first-hand migration experience, and gender in the social process of migration. Implications for future research are also discussed.     

The road to ‘Yerussalem’ – Asterai and the Hebrew literature of Beta Israel

The immigration of the Beta Israel community from Ethiopia to Israel during the 1980s and the 1990s posed a challenge to Israeli society in relation to its ability to know, understand, and absorb a Jewish community with differing religious, ethnic and cultural backgrounds. For the Beta Israel, immigrating to Israel created a rift between their dream of returning to Jerusalem, a dream that would only be fulfilled after a journey of suffering, and its realization – in which they became an inferior and excluded minority within Israel. This article discusses Hebrew Ethiopian-Israeli literature, focusing on the major narrative of homecoming – the Journey to Yerussalem. This literature, which is relatively new and small, brings the voice of two generations – those who immigrated to Israel as adults, and the younger generation who were small children during the journey. Presenting various texts, and focusing on Asterai by Omri Tegamlak Avera (2008a Avera, O. T. (2008a). Asterai. Tel Aviv: Yediot. [Google Scholar]) I shall show how Ethiopian-Israeli literature constituted itself as a journey literature, contrasting the old generation with the younger generation's identity formation as it appears in the representation of this journey narrative, constructing a more complex, ambivalent approach to the concepts of immigration and absorption, homeland and diaspora.     

Education,identity, and ideology: the Islamic movement and Moslem religious education in Israel

The Islamic Movement, which is called in Arabic Al-harakaat al-islamiyya or Al-haraka al-islamiyya, has, since its foundation in the 1970s, placed emphasis on education, especially the dissemination of the Islamic message. After the movement scored significant successes in local authority elections, its influence increased on the ideological guidelines according to which some of the Arab education system is partially or fully shaped. The article discusses the split in the movement within the State of Israel, and the differences between the southern and northern faction. It also compares Islamic education and Arab education within Israel and abroad in Europe, in countries which have large immigrant Moslem populations.

The education system that the Islamic Movement tries to develop symbolizes the complexity of the relations between it and the state authorities. They are aware that the authorities will not help in differentiation and separation and will not cease from the constant supervision of the movement's educational institutions. Therefore, their choice of a synthesis between formal and informal education or of a partition between pedagogic state education and moral study classes, is a rational, calculated choice, taking into consideration the reality of a cultural – ethnic – national minority.     

Australian national identity: empirical research since 1998

The question of what Australian identity means has re-emerged, as globalisation and a concerted political effort to reconstruct an ‘Anglo’ identity have caused uncertainty about ‘who we are’. To explore how Australians conceptualise identity, this paper examines empirical research since Phillips’ [1998. Popular views about Australian identity: Research and analysis. Journal of Sociology, 34(3), 281–302. doi:10.1177/144078339803400305] seminal work synthesising research on Australian identity. Nearly two decades on, a civic/ethno-nationalist distinction and traditional socio-political correlates remain; but less dichotomous constructions are also being explored and more progressive values included. Key differences are found in the increased range of meanings of Australianness, as well as an apparent shift, for some, towards a cosmopolitan identity.     

Introduction: special focus on racism in Israeli society

By identifying radio as a previously understudied phenomenon, this article points at the various areas of interest in radio studies in Africa. It suggests a new reading of radio for development in Africa where radio drama is packaged for consumption within the ‘real’ everyday world. By utilizing the soap opera and melodramatic forms, development radio dramas shape themselves around the realities facing their listeners. Pointing out that soap operas demand to be read as ‘realistic’ this article therefore focuses on a Kenyan radio play, Ushikwapo Shikamana, and seeks to understand how it invites listeners to apply its developmental lessons and themes to everyday life. Central to the discussion is the contradictory depiction of tradition in the radio drama. The subject becomes central to the article as the didactic applications of lessons from drama to life inevitably impinge on tradition.     

The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality

This article considers the implications of the Troops to Teaching (TtT) programme, to be introduced in England in autumn 2013, for Initial Teacher Education (ITE) and race equality. TtT will fast-track ex-armed service members to teach in schools, without necessarily the requirement of a university degree. Employing theories of white supremacy, and Althusser’s (1971 Althusser, Louis. 1971. “Ideology and Ideological State Apparatuses.” In Lenin and Philosophy and Other Essays, edited by, Althusser Louis, New York: Monthly Review Press. Accessed September 10. http://www.marxists.org/reference/archive/althusser/1970/ideology.htm [Google Scholar]) concept of Ideological and Repressive State Apparatus, I argue that this initiative both stems from, and contributes to, a system of social privilege and oppression in education. Despite appearing to be aimed at all young people, the planned TtT initiative is actually aimed at poor and racially subordinated youth. This is likely to further entrench polarisation in a system which already provides two tier educational provision: TtT will be a programme for the inner-city disadvantaged, whilst wealthier, whiter schools will mostly continue to get highly qualified teachers. Moreover, TtT contributes to a wider devaluing of current ITE; ITE itself is rendered virtually irrelevant, as it seems TtT teachers will not be subject specialists, rather will be expected to provide military-style discipline, the skills for which they will be expected to bring with them. More sinister, I argue that TtT is part of the wider militarisation of education. This military-industrial-education complex seeks to contain and police young people who are marginalised along lines of race and class, and contributes to a wider move to increase ideological support for foreign wars - both aims ultimately in the service of neoliberal objectives which will feed social inequalities.     

西藏边境贸易发展初探

边境贸易作为国际贸易的重要组成部分,对发展一个地区、国家的经济起着重要的作用。西藏自治区地处我国西南边陲,同邻国接壤的陆地国界长约4,300多公里,在发展边境贸易方面具有独特的地缘优势,特别是近年来,一系列边贸口岸和市场的建设更是为其发展提供了便利条件,边境贸易取得了长足的发展。文章从边境贸易的基本理论、西藏自治区近几年边境贸易的发展状况,以及今后繁荣边境贸易的措施等几个方面展开了论述。     

From barbarian other to chosen people: the etymology,ideology and evolution of ‘nation’ at the shifting edge of medieval Western Christendom

Medieval scholars have demonstrated that the term gens (plural gentes), largely identical in usage to the modern term nation, was in use by the end of the first millennium. This article seeks to explain how and when nation came to replace gens in medieval Europe. The emergence of the concept of nationhood in Central and Eastern Europe must also be understood as a process of othering and resistance to othering, whereby emerging states seek to affirm their status as civilized Christian states, the political, social and cultural equals of the older states that had risen out of the Roman Empire.     

Interest groups and strategic constructivism: business actors and border security policies in the European Union

Evidence suggests that business lobbying shapes European Union (EU) border security policies, but there has been no detailed empirical and theoretical work detailing how interest groups exert influence in this domain. Building on strategic constructivist accounts of policy-making, the article argues that EU border security policies have been tailored to the preferences, identities, and frames of business actors through three key processes. Policy preferences are co-constituted by business actors through strategic communication, identities are constructed to gain political legitimacy through strategic legitimation, and social contexts are framed to fit business interests through practices of strategic contextualisation. I use evidence from in-depth interviews with key actors in the field of EU border security policy-making, participant observation at key border security events, and analysis of key policy documents to build the argument.     

‘The world they’ve been born into’: Black male teachers on Blackness,masculinities and leadership

ABSTRACT

In this article, life history methodology and principles of counterstorytelling are used to examine moments when one Black male preservice social studies teacher and three Black male social studies teachers challenge Black masculinist visions of leadership, and moments when they seem complicit in perpetuating these visions. Findings indicate that these educators’ understandings of Blackness, maleness, and the pursuit of Black masculine recognition are fluid, developing and sometimes contradictory. We argue that while necessary across disciplines, interrogations of Black masculinity are uniquely imperative in social studies teacher education due to how assumptions about Blackness and maleness have shaped struggles for Black civic recognition.     

Being a desirable migrant: perception and racialisation of Icelandic migrants in Norway

In the aftermath of the financial crisis that hit Iceland in October 2008, increased numbers of Icelanders migrated to Norway to seek employment due to difficult economic circumstances in Iceland. Using critical perspectives from postcolonial studies and critical whiteness studies, the paper explores how these Icelandic migrants in Norway make sense of their new position as economic migrants within a global economy characterised by a growing sense of precariousness, while past inequalities and racism continue to matter. We also examine how these migrants are perceived in Norwegian media, and how social discourses of Icelandic migrants reflect larger Norwegian debates on racism, desirability and cultural belonging. Media discourses in Norway and interviews with Icelandic migrants reveal a hierarchy of acceptability of migrants. Icelanders are positioned as highly desirable compared to other migrant groups due to the intersection of perceived racial belonging, nationality and class. Our discussion contributes, furthermore, towards a critical analysis of the category migrant, by exploring how the term immigrant (innvandrer/innflytjandi) is used in narratives of Icelandic migrants in Norway and in Norwegian media discussions, showing the negative and racialised connotations of the term immigrant and how its understanding is linked with vulnerable positions and discrimination.     

The Harki Identity: A Product of Marginalisation and Resistance to Symbolic Violence?

This paper seeks to demonstrate that since their arrival in France in 1962, the Harkis – the Algerians who fought with rather than for the French side against the Algerian independence movement (1954–1962) – have been the victims of symbolic violence. They have been assigned by the French state to the periphery of French towns, French history and French identity. As, since 25 September 2001 (the first national Harki remembrance day) and 5 December 2002 (when President Chirac inaugurated the Algerian war memorial in Paris), the Harkis ceased to epitomise ‘the archetype of official non memory’ (Rosello, 1998 Rosello, M. 1998. Declining the stereotype- Ethnicity and representations in French cultures, Hanover: University Press of New England.  [Google Scholar], p. 170), this paper ultimately asks whether the end of a certain form of symbolic violence may not result in the ‘delegitimisation’ of the Harkis’ main (historical) claims and, consequently, in the weakening of the Harki identity.