Are we all constructivists now? Exploring the impact of nationalism studies among Slovakia’s secondary-school teachers

ABSTRACT

This paper focuses on the impact of current nationalism studies on national narratives disseminated through secondary education. The paper draws on interviews and focus group discussions with 31 teachers in Slovakia as a case study and asks to what extent these teachers’ understandings of national identity reflect primordialism, constructivism or ethno-symbolism. It also explores the teachers’ awareness of these mainstream paradigms. The findings defy the straightforward categorisation of the teachers’ views into these paradigms and suggest that nationalism studies have a limited impact, as the teachers’ understandings remain unchallenged. The paper concludes with the implications for educational research and practice.     

Other identities in ethnofederations: women’s and sexual minorities’ advocacy in Belgium

This article considers the experience of the impact of ethnofederations on social identities that cut across such an ethnic divide. Based on a series of in-depth interviews focusing on the structure and operation of women’s and lesbian, gay, bi-sexual and transgender movement organizations in Belgium, we demonstrate that these groups experience constraints of the dominant ethno-linguistic identity. These results in a ‘federalism disadvantage’ for identities cross-cutting the ethnic divide, the result of which is a neglect of policy competencies situated at the federal level.     

Devout Muslims or tough highlanders? Exploring attitudes toward ethnic nationalism and racism in Europe’s ethnic-Chechen Salafi communities

This is the first article that systematically deconstructs the idealised, widely shared view and formal self-representation of Salafis as a de-culturalised group of Muslim believers who are solely devoted to the idea of a uniform Muslim identity and are indifferent to the notions of ethnic nationalism and racism. Drawing on unique interviews with EU-based ethnic-Chechen émigré Salafis, the article illuminates the ways they draw boundaries and consequently construe their ethnic and racial identities as superior and opposed to Muslims stemming from the Middle East and Central Asia. Below the surface of coherent ideologically shaped self-representations, the diaspora Salafis’ identities reflect the idea of Chechnya’s mountainous topography being conducive to a superior ‘national mentality’, racial purity, and cultural uniqueness. Intriguingly, the diaspora-Chechen Salafis’ attitudes toward Middle Easterners and Central Asians employ a rhetoric which entails similarities with the notion of imagined geographies and to some extent resembles Western Orientalist discourse. In stark contrast to leading Salafi scholars’ statements emphasising a united Muslim identity, which are routinely echoed by outsiders, this article points out the maintenance of strong ethnic-nationalist and racist resentments amongst individual members of this religious community.     

Unpacking racial identities: the salience of ethnicity in Southeast Asian-American youth’s schooling experience

This article reconceptualizes white teachers’ notion of their Asian-American students’ racial identity. Forty urban Southeast Asian-American (SEAA) students and seven of their white European-American teachers were examined to determine how the students responded to the white teachers’ assumptions about their identity. This study provides an overview of the U.S. historical and political contexts that shape the positionality of Southeast Asian-American youth in the black–white racial discourse. It found that despite the fact that the teachers lumped the SEAA students into one category, the students highlighted the salience of ethnicity in their lives. One implication of this study is for teacher education programs to train new teacher candidates to move beyond simple racial categorization or race-blind approaches. Instead, teachers should be taught to acknowledge the importance of ethnicity to their students; to examine their own positionalities; and to incorporate more culturally relevant pedagogies into their instructional practices.     

Love thy neighbour? Exploring prejudice against ethnic minority groups in a divided society: the case of Northern Ireland

Northern Ireland has seen a rise in racially motivated crimes and incidents reported to police in recent years and, although this has been accompanied by intensified media coverage, this phenomenon has been the subject of relatively little research. The purpose of this study is to evaluate empirically three theories that have been proposed to explain prejudice towards ethnic minorities in Northern Ireland; economic self-interest, social contact, and ‘sectarianism as racism’. Using the 2013 Northern Ireland Life and Times Survey, which contains new questions on contact with ethnic minorities, this study looks at attitudes towards Eastern Europeans, Muslims and a third category of ‘other ethnic groups’. Results from multivariate linear regression provide evidence for all three theories but also show that the strength and significance of predictive variables for prejudice vary across the minority groups. The findings that there are different motivations for prejudice towards different groups can inform policies to tackle racism in Northern Ireland.     

Education for all – but not Hong Kong’s ethnic minority students

School participation rates in Hong Kong are acknowledged to be high but not always for the city’s ethnic minority students. Case study was used to portray the ‘out of school’ phenomenon for ethnic minority students at a secondary school in Hong Kong through the experiences of one such ethnic minority student. Morshed, a Pakistani student, participated with the researchers in an unstructured in-depth interview. In addition, interviews were also conducted with the principal, two teachers, and one support staff from the school. The study showed the complex interaction of school contexts and personal life issues that influenced Morshed’s dropping out of school. Implications are drawn for providing better school support that can facilitate more positive schooling experiences for Hong Kong’s ethnic minority students.     

Abstruse and Insecure? Irish Immigrant Identity in Modern Scotland

This paper will look at the religious and political identities that for many people have come to characterize Scottish football. Such a characterization is particularly evident in the case of the two major clubs in Scotland; the 'Old Firm ' of Glasgow Rangers and Celtic. Nonetheless, Scotland is not unique in its sport acquiring an extrasporting dimension and football in particular often has broader political resonance. As Hoberman opines (in Sugden and Bairner, 1993, p. 10), sport has no intrinsic value structure, but it is a ready and flexible vehicle through which ideological associations can be reinforced. Put another way, sport can becom e an important pointer to features of the wider society. It can reflect both the positive and negative features of a society as well as feed aspects of those features. For many people, sport, particularly football, has acquired the capacity to become both a source for, and a reflection of, important social, political and cultural identities. This article argues that such identities are intrinsic to Scottish football. Football is also sym ptomatic of the ongoing conflicts of identity that have become important to Scottish life, especially since the influx of Catholic im migrants from Ireland began in the middle of the nineteenth century.     

An invisible minority? Return migration and ethnicity in Okinawa*

This paper examines ethnic return migration in Japan by looking at a particular case – that of people of half-Okinawan parentage returning to Okinawa, referred to in this paper as the Nisei. By going beyond conventional theories that entice people to return migrate to their ethnic homelands, I also look at issues regarding nationality and how the category of ‘Japanese’ tends to conflate race and ethnicity, thus creating boundaries as well as ‘invisible minorities’. I also explore how ethnicity and nationality intersect using this particular case and how these intersections are actually created and enabled through processes of migration. In line with this, I also discuss how ‘Japanese’ and ‘half’ are both ascribed and self-ascribed identities, and how each of these two categories delineate ‘boundaries’ and hence engage in ‘boundary-making process/es’.     

Indian identities in the ‘rainbow nation’: Responses to transformation in South African schools

Ethnic minorities pose important challenges for nation-building in post-apartheid South Africa. Indian/black African accommodation is examined through the microcosm of former Indian secondary schools in Pietermaritzburg. The development of Indian identities since the beginnings of indenture in the 1860s reflects an accommodation along predominantly ethnic rather than class-based lines. Whereas the shared educational experience of Indians under apartheid has served to reinforce ascribed ‘Indian’ identity, internal divisions are reflected in fragmented Indian voting behaviour since 1994. Fieldwork on patterns of desegregation in five former Indian secondary schools reveals critical differences between staff and governing bodies committed to transformation and more narrowly focused concerns of often conservative or apolitical parents. These differences are consistent with historic socio-political divisions among Indian South Africans. Transformation of former Indian schools embraces challenges, which, if successfully negotiated, could help to enable Indians to forge an identity of their own making in post-apartheid South Africa.     

Italian Americans in the ‘Bocce Belt’: ‘Old World’ memories and ‘New World’ identities

This essay examines the development of an ethnically and racially segregated resort landscape in the Catskill Mountains of upstate New York in the twentieth century. Focusing on the history of Italian American resorts clustered primarily in Greene County, New York, it demonstrates that ethnicity continued to shape the social and cultural lives of many European immigrant New Yorkers and their families well after World War II. Ethnic resorts provided vacationers with an insulated recreational environment in which group identity and transatlantic ties – both real and imagined – could be fostered and sustained. However, the flexibility of these ethnic identities and the pervasive discrimination against African Americans at ethnic resorts in the 1940s and 1950s reveals the extent to which European Americans had largely internalized a sense of white ethnic identity by the postwar decades. The history of ethnic resorts in the Catskills sheds light on the process by which generations of European Americans in New York City negotiated these multiple ethnic, national, and racial identities.     

Homicide and ‘Englishness’: Criminal Justice and National Identity in Victorian England

One venue for the formation of national identity that has received comparatively little attention in recent years, is that of the courtroom. In particular, the treatment of serious crimes in Victorian England involved a good deal of reference to notions of Englishness. In the course of their routine work, Victorian criminal courts promulgated particular and generally coherent views as to how ‘an Englishman’, as opposed to a foreigner, was expected to behave. This article examines how the judicial treatment of three types of nineteenth‐century violence – the duel, knife‐fighting and the killing of an adulterous spouse or his or her lover – contributed to reshaping the contours of male English national identity.     

The ‘Habsburg Dilemma’ Today: Competing Discourses of National Identity in Contemporary Austria

This article analyses discourses of Austrian national identity. It discusses the reproduction (and contestation) of national identities on the levels of everyday language, political debate and policy. Three discursive formations of the nation—and their histories—are discussed: a nowadays marginal and de-legitimated discourse of pan-Germanic ethnicism; the hegemonic paradigm of ‘Austrian-ness’, which itself comprises a range of ideological positions and constitutes the over-arching framework to most (relevant) debates; and counter-hegemonic discourses including European- and ‘post-national’ identity formations. The article also discusses individuals’ ongoing negotiation of, and possible resistance to, discourses of national belonging, and concludes by relating its findings to the contemporary salience of national identities as a reaction to the (perceived) consequences of economic globalisation.     

England? Whose England? (Re)constructing English identities in Julian Barnes and W. G. Sebald

This article is an interdisciplinary look at notions of identity construction. Focusing on ‘Englishness’, it examines theories of identity formation, memory creation and nation-building alongside travel writing and notions of the picturesque. The focus of the debate throughout is on two novels of the 1990s: Julian Barnes’ dystopian England, England of 1998 and W. G. Sebald's The Rings of Saturn of 1995 (English translation, 1998). Both novels play with traditional ideas of national identities and stereotypes by presenting their readers with the literal ‘construction’ of alternative versions of England and the English.     

What’s left unsaid? In-group solidarity and ethnic and racial differences in opposition to immigration in the United States

Do racial and ethnic characteristics of non-immigrants play an important role in shaping attitudes toward immigrants in the U.S.? Using a 2010 survey experiment representative of the U.S. general population, this paper examines differences in opposition to immigration by the race or ethnicity of the respondent. By manipulating the amount of anonymity offered to respondents, the experiment allows explicit opposition to be distinguished from implicit opposition, which offers unique insight into the extent to which opposition is masked. Consistent with theories of in-group solidarity, we find that Hispanics, who comprise nearly half of all immigrants in the U.S., overtly express a less restrictive posture, which, relative to Black and White respondents, is not significantly masked. In contrast, White and Black respondents only overtly express more openness to immigration. When offered absolute anonymity, opposition is significantly and substantively greater. The implications are profound in that differences in the extent to which opposition is masked, rather than overtly expressed, fundamentally patterns racial and ethnic differences in opposition to immigration in the U.S.     

‘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.     

Making a difference in Mogadishu? Experiences of multi-sited embeddedness among diaspora youth

ABSTRACT

Civic participation today is increasingly multi-sited, operating in, between and across specific locations. Growing numbers of people experience multi-sited embeddedness, which I understand both in the sense of belonging to and engaging in multiple communities. In this article, I focus on those who left Somalia as young children or were born to Somali parents in exile, and ask what motivates these young people to return or turn to the Somali region. What experiences shape their civic engagement and where do they engage? How does their hybrid, multi-sited or embedded sense of identity impact their engagement in several locations? And how does that engagement affect their sense of identity? The article is based on 80 in-depth interviews and four focus group discussions in Garowe, Hargeisa, Mogadishu, Oslo and the Twin Cities. Informants stayed for shorter or longer durations in the Somali region but lived for the larger part of their lives in Norway or the United States. I illustrate how young people’s civic engagement impact feelings of belonging as much as their sense of belonging influences their civic actions. In this article, I argue for non-binary ways of studying multi-sited embeddedness that do justice to diaspora youth’s everyday negotiations.     

Unequal among equals: lessons from discourses on ‘Dalit Muslims’ in modern India

Questioning ‘Dalit Muslims’ as an authentic social group, the authors enumerate the challenges inherent in presupposing that clearly delineated social groups exist and challenge the efficacy of designating such groups as discernible and cohesive. An interdisciplinary critique that draws on history, religion and social sciences, reveals a pervasive, yet ambiguous, group consciousness shaped by two prevalent discourses: social stratification among Muslims in India; and emerging activist platforms claiming to represent a Dalit Muslim polity. The ways in which ‘Dalit Muslims’ are reified as a presumably singular social group are highlighted (and disputed) in order to further scholarly debate regarding dynamics of group formation and definition. The analysis shows that, given similar social, economic and political experiences of some segments of the population, ‘Dalit Muslims’ may be treated (cautiously) as a social category for purposes of discussion. Nevertheless, despite enduring discourses about social hierarchy and socio-political activism, and a generalized have-nots versus elite rhetoric that underlies assertions of community coherence and demands for amelioration, no established, homogeneous group appropriate for either scholarly investigation or policy planning can be identified. Rather, diversity, status ambiguity and ongoing change processes provide the most cogent characterization of Dalit Muslim communities in India today.