2013
DOI: 10.1177/0907568213488965
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Making sense of the smell of Bangladesh

Abstract: This article draws links between the sense of smell, aesthetic choices concerning clothes, ideas about modernity and the aspirations of young British Bangladeshis. In doing so it highlights the preconscious and conscious factors that inform the identities that British Bangladeshis express. The article argues that despite its importance for our sense of belonging, the sense of smell has been neglected in accounts of identity. This discussion leads to a critique of Bourdieu's notion of habitus and illustrates th… Show more

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Cited by 8 publications
(4 citation statements)
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References 29 publications
(61 reference statements)
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“…The rich and growing literature on transnational childhoods and children and migration increasingly privileges children's experiences. Topics range from transnational care chains, intimacy and connection between parents and children they leave behind; children who migrate independently; and children of migrants who are sent back to the “home” country for education, care, immersion in home cultures, and other reasons (e.g., Gardner and Mand 2012; Zeitlyn 2014; Qureshi 2014; Orellana et al 2001; Bledsoe and Sow 2011; Carling, Menjivar, and Schmalzbauer 2012; Coe 2014; Hondagneu-Sotelo and Avila 1997; Parrenas 2005a, 2005b; and Olwig 2012). Research on education and geographic mobility highlights the role education plays in acquiring cultural capital and social mobility (e.g., Berg 2014; Olwig and Valentin 2014; Waters 2006).…”
Section: Children Transnationalism and Educational Migrationmentioning
confidence: 99%
“…The rich and growing literature on transnational childhoods and children and migration increasingly privileges children's experiences. Topics range from transnational care chains, intimacy and connection between parents and children they leave behind; children who migrate independently; and children of migrants who are sent back to the “home” country for education, care, immersion in home cultures, and other reasons (e.g., Gardner and Mand 2012; Zeitlyn 2014; Qureshi 2014; Orellana et al 2001; Bledsoe and Sow 2011; Carling, Menjivar, and Schmalzbauer 2012; Coe 2014; Hondagneu-Sotelo and Avila 1997; Parrenas 2005a, 2005b; and Olwig 2012). Research on education and geographic mobility highlights the role education plays in acquiring cultural capital and social mobility (e.g., Berg 2014; Olwig and Valentin 2014; Waters 2006).…”
Section: Children Transnationalism and Educational Migrationmentioning
confidence: 99%
“…Visits also offer a phenomenological sense of translocal experience. Migrant parents' longing and fantasies about their 'homeland' are replicated in 'second generation' recollections of visits 'back home' (Wessendorf 2007(Wessendorf , 1088, evoking sights, sounds, smells and tastes emanating from accounts tinged with nostalgia (King, Christou, & Teerling 2011, 11), the sensory experience and 'feel' of a place communicating viscerally with memory and identity (Zeitlyn 2013). At the same time, the 'second generation' express a desire for touristic experience 'back home' as well as self-discovery, suffering from boredom in rural areas (McLoughlin and Kalra 1999) -especially young women, who complain about the patriarchal constraints on their mobility and conservatism of their ancestral villages (Bradby 2000) -and experiencing cosmopolitan distance as well as loyalty towards their parents homelands (Bhimji 2008).…”
Section: Introductionmentioning
confidence: 97%
“…Studies examining how sound affects stereotyping and generalizations of groups and people (Haldrup et al, 2006;Zeitlyn, 2013), often de-emphasize sound's unique role within a multi-sense framework emphasizing senses like taste and smell. They also focus on othering and discrimination from the perspective of those doing the othering, and these are often white Europeans or Americans.…”
Section: Sounds -Music Accent Language and Environmental Soundsmentioning
confidence: 99%
“…These theories address the sensory with regard to sound, smell, touch, movement as well as emotions (Thrift, 2008;Wylie, 2005;Zeitlyn, 2013). For example, identity can be understood beyond a representation, but also as an embodied experiences, rich with emotions and senses (Dewsbury, 2010;Thrift, 2008).…”
Section: Scholars In Geography Likementioning
confidence: 99%