In this paper, we illustrate how young children from four faith communities (Tamil Hindu/Saiva, Bangladeshi Muslim, Polish Catholic and Ghanaian Pentecostal) new to London bring together and juxtapose an array of different languages, literacies, learning and discourse styles, communicative resources and experience to create unique personal narratives. We draw on the concepts of syncretism and syncretic literacy to examine and interpret the creative and transformative processes in which children engage, and to show how children combine and ultimately make sense of faith and everyday experiences.
In this article, I present and discuss a commemorative book project to mark the fortieth anniversary of the Greek School of Lausanne. I examine the continuities and discontinuities of the notions of language, identity and community as these were represented through the voices of former Greek state officials, teachers and pupils. I take a long view, combining archival material with interviews and written accounts spanning the first twenty years of the establishment and development of the school. Finally, I tentatively reflect on how the book project might have impacted on the Greek community of Lausanne and its school in a period of transition.
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