Deep excavations: an examination of the tangled roots of identity in modern cosmopolitan societies
Titel:
Deep excavations: an examination of the tangled roots of identity in modern cosmopolitan societies
Auteur:
Kearney, Chris
Verschenen in:
International journal of inclusive education
Paginering:
Jaargang 2 (1998) nr. 4 pagina's 309-326
Jaar:
1998-10
Inhoud:
Since the 1960s, Britain — like many other countries in the industrial West — has become an increasingly culturally diverse society. However, it is well documented that children from ethnic minority families are significantly disadvantaged within the current educational system. Many researchers have argued that we need to have a greater understanding of the linguistic and cultural backgrounds of the children we teach. However, the concepts of culture and identity in the modern world are as slippery as they are complex. The spectrum of linguistic competence in most inner urban schools in Britain is enormous. To complicate matters further, some individuals' allegiances to heritage cultures sometimes appear tenuous. On the other hand, many groups and individuals appear to favour vigorous adherence to every principle. In between lies a range of varied and apparently contradictory positions. Ties appear to weaken with the passing of generations and the pervasive influence of the mass media. But, as recent international events demonstrate, strong allegiances can reappear suddenly at times of crisis and uncertainty. Cultures of resistance add other flavours to this mix. Such a set of conditions (and contradictions) are the context of our work in our schools. I argue that we need to be aware of the extent of this complexity. We also need to understand how such viewpoints develop. Using a predominantly ethnographic approach and qualitative methods of analysis, I examine the narratives of three people who have fared well academically and who are living through the tensions, dilemmas and delights of belonging to several communities. Their vantage point of being simultaneously insiders and outsiders can help deepen our understanding as teachers. They call into question fixed notions of culture, identity and community as they are generally understood in educational circles. Their stories have implications for educational policy and practice in Britain, and beyond.
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