Pakistani and Bangladeshi young men: re-racialization, class and masculinity within the neo-liberal school

Ghaill, Máirtín Mac an; Haywood, Chris

doi:10.1080/01425692.2014.919848

Cited by 19 publications

(14 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The conclusion that collectivistic values are incongruent with neoliberal norms of individualism and independence is similar to findings in other studies (Rah et al, 2009). Collectivistic values are viewed as erroneous and incongruent with neoliberalism which values autonomy and independence above family involvement, community control and collectivism (Hertzberg, 2017;Jaffe-Walter & Lee, 2018;Mac an Ghaill & Haywood, 2014;Rah et al, 2009). Previous research findings also assert that assimilationist and acculturation perspectives continue to be persistent and pervasive; more inclusive policy and practices call for the continued development of mother tongue languages for transnational students (Evans & Liu, 2018;Jaffe-Walter & Lee, 2018).…”

Section: Neoliberalism and Educationsupporting

confidence: 82%

Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students

Lundberg

2020

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

Purpose: This study probes educational leaders and practitioner's views about social integration with newly arrived im/migrant and refugee students. A sociological perspective of education is used in conjunction with a thematic analysis of neoliberal approaches to diversity management and its social implications for the health and well-being for im/migrant students.Methods: An interview study with 15 educational leaders and practitioners in schools and recreational centres was carried out. Thereof, seven department heads, three principals, and five educators. Data-production consisted of a semi-structured interview guide about practitioners' views on social integration. Results:The results of the study indicate that there is a tendency to emphasize academic achievement and individual effort in compulsory education and in voluntary settings. The im/ migrant students' needs for help, assistance with social and psychological support are viewed as obstacles to social integration. Conclusions: Findings suggest universal approaches to diversity management in education tend to stress individual agency but fail to acknowledge individuals' lack of control over structural factors. The organizational structure of schooling creates both affordances and obstacles for social integration beyond the control of the individual which add to the burden of social integration on the individual im/migrant students.

show abstract

Section: Neoliberalism and Educationsupporting

confidence: 82%

Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students

Lundberg

2020

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

show abstract

“…Echoing these experiences, veiled Muslim women in the UK and France described a stream of violent insults in public places including being violently pushed, spat on, and having their niqabs pulled off (Boutelja, 2011). Along similar lines, the research literature demonstrates the vulnerability of ‘visible’ Muslim men as victims of Islamophobia in public places (Abbas, 2004; Hopkins, 2007; Mac an Ghaill and Haywood, 2014). This article attempts to fill in a gap in the current literature discussing Islamophobia: the gap of using autoethnography to research Islamophobia.…”

Section: Methodsmentioning

confidence: 88%

Doing ‘dangerous’ autoethnography on Islamophobic victimization

Zempi

Awan

2017

Ethnography

View full text Add to dashboard Cite

This article draws on our different experiences of employing autoethnography when researching Islamophobia, using two independent research projects. In particular, we reflect upon our experiences of Islamophobic victimization as a result of being 'visibly' Muslim in public spaces in the UK. We discuss our motivation for employing autoethnography and the role of our insider/outsider status in adopting the role of the Muslim 'other' in public spaces. Additionally, we consider the nature, extent and impact of Islamophobic victimization upon ourselves, and the coping mechanisms we employed to deal with it. The article concludes by reflecting upon the advantages, ethical challenges and limitations of using autoethnography when researching Islamophobic victimization.

show abstract

“…In research that has focused on student experiences, identities and institutional cultures there has been notable work on race, gender and educational identities (Mirza, 2009;Mac an Ghaill and Haywood, 2014); on educational pathways among the UK's nascent BME middle-classes (Vincent et al, 2012); and on racialized constructions of 'behaviour' and 'ability' in schooling (Wright et al, 2010). Such studies have sought to theorise BME students' negotiation of institutional racism through resistance and inclusive acts.…”

Section: Marginalisation Of Race/ Vet Researchmentioning

confidence: 99%

Race and vocational education and training in England

Avis

Orr

Warmington

2017

Journal of Vocational Education & Training

View full text Add to dashboard Cite

Black and minority ethnic students (BME) are a significant constituency in VET and FE in England. Despite this recent research on race and VET has become a marginal concern. Insofar as current VET research addresses social justice, race appears to be a supplementary concern. Although there is a substantial literature addressing race and education, this focuses primarily on schools and higher education. This paper examines why there is a need to develop a research agenda that analyses participation, outcomes and experiences of BME VET students, particularly those on 'non-advanced' programmes (equivalent to European Qualification Framework Level 1-3) with uncertain labour market outcomes and who are arguably being 'warehoused' in low status courses. The paper reflects on the historically specific reasons for the dearth of research on race and VET, drawing on a scoping exercise of the literature to evidence this. We conclude by offering a provisional analysis that identifies recent shifts in participation among BME groups, locating this in its socioeconomic and historical context. Our analysis reaffirms that VET remains a significant educational site for BME groups, but it is a complex racialised site which makes the current neglect of race and VET in academic research deeply problematic. Whilst this paper focuses on race and vocational education and training (VET) in England it is important to acknowledge similarities with other European states that share comparable understandings of the economic role of VET. At the same time, it is necessary to recognise the historical specificity of race and education in England.

show abstract

Pakistani and Bangladeshi young men: re-racialization, class and masculinity within the neo-liberal school

Cited by 19 publications

References 28 publications

Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students

Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students

Doing ‘dangerous’ autoethnography on Islamophobic victimization

Race and vocational education and training in England

Contact Info

Product

Resources

About