This book is an ethnographic study of a comprehensive school in the south of England. It explores the views of teachers, Asian parents and their children concerning education and schooling. Young people between the ages of 13 and 18 were studied at home and at school and their experiences form the main focus of the study.
The experiences of fifty Pakistani, Bangladeshi and Indian families - mostly of Muslim faith - are studied with a view to discovering what parents expect from their children's school and how the teachers perceive their own role with regard to their students. These young people are the first generation of Asians to be educated in Britain. Their location in terms of their social class positions, gender and ethnicity are inextricably bound together. They describe how they see their past and their future. This is the first study to take account of boys and girls in order to capture the complexity of their lived experiences.

Considering cases from Europe to India, this collection brings together current critical research into the role played by racial issues in the production of medical knowledge. Confronting such controversial themes as colonialism and medicine, the origins of racial thinking and health and migration, the distinguished contributors examine the role played by medicine in the construction of racial categories.

Related link: The Society for the Social History of Medicine
eBook available with sample pages: 0203025423

Celebrating Diversity: Coexisting in a Multicultural Society, offers pragmatic ways to replace conflictive behaviors between diverse peoples with coexistence alternatives. Coexistence-partnership values and skills help us to outgrow ways of the past--competition, suspicion, manipulation, isolation, victimization. These skills enhance our own lives as well as those of future generations.In Celebrating Diversity, author Benyamin Chetkow-Yanoov asserts that the increasing religious-ethnic-linguistic pluralisms of the twentieth century requires that we cease lumping people different from ourselves into an "other" category. He identifies classical elements of a coexistence model and suggests various strategies and tactics for implementing coexistence in modern societies. Among the many insights you will find are: the definition of coexistence an analysis of past patterns of majority-minority group relations, such as segregation, tolerance, and integration models of majority-minority relations, participation, and coexistence appropriate for the twenty-first century illustrations of the coexistence model through examples of places where it is flourishing action steps for leaders and citizens to put the idea of coexistence into practice a range of research findings that help us determine what is effective in promoting coexistenceIn the pages of Celebrating Diversity, you can learn social skills for preventing conflict escalation, for finding areas of common interest, and for working cooperatively. As more of us become informed about alternatives to violence, hopefully we can find ways to bring peace to areas of unrest, such as Algeria, Ireland, Israel, Nigeria, Rwanda, Serbia, or the former Soviet Union.

The contributors to this volume were born in Beijing, Shanghai, and Hong Kong; they have been immigrants, foreign students, settlers, permanent residents, citizens, and-above all-"travelers." They are both geographic inhabitants of various overseas diaspora Chinese communities as well as figurative inhabitants of imagined heterogeneous and hybrid communities. Their migratory histories are here presented as an interdisciplinary collection of texts in distinctive voices: law professor, journalist, historian, poet, choreographer, film scholar, tai-chi expert, translator, writer, literary scholar.

Developed as a question-and-answer field research report into the status of Buraku people in Japan today, this text also looks at the wider issues of prejudice as found within Japanese society, from old people to women, ethnicity and nationality.

This book is an ethnographic study of a comprehensive school in the south of England. It explores the views of teachers, Asian parents and their children concerning education and schooling. Young people between the ages of 13 and 18 were studied at home and at school and their experiences form the main focus of the study.
The experiences of fifty Pakistani, Bangladeshi and Indian families - mostly of Muslim faith - are studied with a view to discovering what parents expect from their children's school and how the teachers perceive their own role with regard to their students. These young people are the first generation of Asians to be educated in Britain. Their location in terms of their social class positions, gender and ethnicity are inextricably bound together. They describe how they see their past and their future. This is the first study to take account of boys and girls in order to capture the complexity of their lived experiences.

This book offers an overview of the Sikh diaspora, exploring the relationship between home and host states and between migrant and indigenous communities. The book considers the implications of history and politics of the Sikh diaspora for nationality, citizenship and sovereignity. The text should serve as a supplementary text for undergraduates and postgraduates on courses in race, ethnicity and international migration within sociology, politics, international relations, Asian history, and human geography. In particular, it should serve as a core text for Sikh/Punjab courses within Asian studies.

First Published in 1988. Routledge is an imprint of Taylor and Francis, an informa company.

This important book addresses the ways race has both helped and hindered Americans in determining national identity. Contributors consider race and American nationalism from a variety of historical and disciplinary vantage points. Beginning with the aftermath of the Civil War and unfolding chronologically through to the present, the essays examine a multitude of different groups-Japanese Americans, Chinese Americans, Puerto Ricans, African Americans, whites, Jews, Irish Americans, German Americans-by examining race and nationalism represented in public memorials, photography, film, classic and minor literature, gender issues, legal studies, and more. The book offers rereadings of some of the pivotal figures in American culture and politics, including Herman Melville, Frances Harper, William James, Frederic Remington, Charles Francis Adams, W. E. B. DuBois, George Creel, Zora Neale Hurston, Louis Chu, and others. In the course of these essays, readers will learn how Americans in different periods and circumstances have grappled with the changing issues of defining race and of defining "American" as a race, as a nationality, or as both.

This book offers an overview of the Sikh diaspora, exploring the relationship between home and host states and between migrant and indigenous communities. The book considers the implications of history and politics of the Sikh diaspora for nationality, citizenship and sovereignity.; The text should serve as a supplementary text for undergraduates and postgraduates on courses in race, ethnicity and international migration within sociology, politics, international relations, Asian history, and human geography. In particular, it should serve as a core text for Sikh/Punjab courses within Asian studies.

Non-territorial autonomy is an unusual method of government based on the notion of the devolution of power to entities within the state which exercise jurisdiction over a population defined by personal features (such as opting for a particular ethnic nationality) rather than by geographical location (such as the region in which they live). Developed theoretically by Karl Renner in the early twentieth century as a mechanism for responding to demands for self-government from dispersed minorities within the Austro-Hungarian empire, it had earlier roots in the Ottoman empire, and later formed the basis for constitutional experiments in Estonia, in Belgium, and in states with sizeable but dispersed minorities. More recently, efforts have been made to apply it in respect of indigenous communities. This approach to the management of ethnic conflict has attracted a small literature, but there is no comprehensive overview of its application. The intention of this volume is to fill this gap, for the first time offering a comparative assessment of the significance of this political institutional device. Authors of case studies follow a common framework. This book was published as a special issue of Ethnopolitics.

Immigration, racism and nationalism have become hotly debated issues in the Western world. This highly original and controversial work focuses on the language used by the vast majority who regard themselves as being open to a multi-cultural society.
Using Belgium as a case study and drawing parallels with the UK, US, Europe and the former Yugoslavia, the authors analyse this language and reveal a remarkable consistency between these liberal voices, such as in news-reporting, and the language used by radical racist and nationalist groups.

This book speaks directly to issues of equity and school transformation, and shows how one indigenous minority teachers' group engaged in a process of transforming schooling in their community. Documented in one small locale far-removed from mainstream America, the personal narratives by Yupik Eskimo teachers address the very heart of school reform. The teachers' struggles portray the first in a series of steps through which a group of Yupik teachers and university colleagues began a slow process of reconciling cultural differences and conflict between the culture of the school and the culture of the community.
The story told in this book goes well beyond documenting individual narratives, by providing examples and insights for others who are involved in creating culturally responsive education that fundamentally changes the role and relationship of teachers and community to schooling.

In 1993, the author set out to try and gain some understanding about school and community in Havens, New Mexico--a place where she had the opportunity to be immersed in border culture, where she could learn how the border figured into everyday life, and where she could pay uninterrupted attention to the issues as they occurred in the personal and professional lives of those who taught in and administered the schools--and in the lives of the students who studied there. This book offers an interpretation that is disciplined by the long hours, days, and months spent in Havens, and by the personal stance the author brings to the study of a place and its people.
This book tells the story of Havens from the perspective of what it is, of the present in all of its complexity, and as a window on what might exist in the future in this border community. It begins with a description of Havens and its inevitable interdependence with its Mexican neighbors, followed by an introduction of three "cultural mediators"--two students and one teacher from Havens High School. Focusing on the relationship between the use of Spanish and English, the language landscape in the community and in the schools is laid out. This is followed by a specific description of the development of bilingual education programs in the district, and an introduction of the social structure of the high school, describing the students' interactions across cultural lines. The final chapter presents an alternative metaphor for thinking about the border and identifies markers of opportunity that already exist in Havens as it works toward defining what it means to be a bicultural and binational community.

In this work, the authors focus primarily on the rhetoric of the "tolerant majority" - those who view themselves as being open to a diverse society. An analysis is presented of this "rhetoric of tolerance" which is prevalent in news media, influential social-scientific research reports, the policy statements of major political parties, and in government-sponsored expressions of anti-racism.T he authors use empirical data taken from the context of "migrant policies" in Belguim, and connect this with wider European nationalist ideologies, and conclusions of research on racism and nationalism throughout the world, particularly the US and the former Yugoslavia.

Women have shaped immigrant families, reared new generations, and pioneered significant changes in their communities. These essays illuminate the complex and changing roles of Asian American women, examing such diverse subjects as war brides, international marriages, split households, stereotyping, women-centered kin networks, employment, immigrant prostitution, conflict with patriarchal attitudes, feminism, and lesbianism.

Routledge is proud to be re-issuing this landmark series in association with the International African Institute. The series, published between 1950 and 1977, brings together a wealth of previously un-co-ordinated material on the ethnic groupings and social conditions of African peoples. Concise, critical and (for its time) accurate, the Ethnographic Survey contains sections as follows: Physical Environment Linguistic Data Demography History & Traditions of Origin Nomenclature Grouping Cultural Features: Religion, Witchcraft, Birth, Initiation, Burial Social & Political Organization: Kinship, Marriage, Inheritance, Slavery, Land Tenure, Warfare & Justice Economy & Trade Domestic Architecture Each of the 50 volumes will be available to buy individually, and these are organized into regional sub-groups: East Central Africa, North-Eastern Africa, Southern Africa, West Central Africa, Western Africa, and Central Africa Belgian Congo. The volumes are supplemented with maps, available to view on routledge.com or available as a pdf from the publishers.

In 1993, the author set out to try and gain some understanding about school and community in Havens, New Mexico--a place where she had the opportunity to be immersed in border culture, where she could learn how the border figured into everyday life, and where she could pay uninterrupted attention to the issues as they occurred in the personal and professional lives of those who taught in and administered the schools--and in the lives of the students who studied there. This book offers an interpretation that is disciplined by the long hours, days, and months spent in Havens, and by the personal stance the author brings to the study of a place and its people.
This book tells the story of Havens from the perspective of what it is, of the present in all of its complexity, and as a window on what might exist in the future in this border community. It begins with a description of Havens and its inevitable interdependence with its Mexican neighbors, followed by an introduction of three "cultural mediators"--two students and one teacher from Havens High School. Focusing on the relationship between the use of Spanish and English, the language landscape in the community and in the schools is laid out. This is followed by a specific description of the development of bilingual education programs in the district, and an introduction of the social structure of the high school, describing the students' interactions across cultural lines. The final chapter presents an alternative metaphor for thinking about the border and identifies markers of opportunity that already exist in Havens as it works toward defining what it means to be a bicultural and binational community.

This collection of essays addresses various aspects of Arab and Jewish immigration and acculturation in Latin America. The experiences in the region of these two groups have never been the subject of joint and comprehensive scrutiny. The volume examines how the Latin American elites who were keen to change their countries' ethnic mix felt threatened by the arrival of Arabs and Jews. Their arrival was largely unexpected, and in some cases frankly undesired and practically banned.
Negotiating national identity was never easy, and many of this volume's multidisciplinary cast of authors examine discrimination and prejudice as a component of Arab and Jewish life in the region. These cultural, economic and political (public) negotiations left neither side unchanged: while Latin American society and post-migratory immigrant identities have been in a constant state of flux, the elite's desired homogenization of national or cultural identity has been precluded to this day.

In 2005, Elizabeth Aries chronicled what 58 Amherst College freshman-Black and white, affluent and lower-income-learned from racial and class diversity. Her study emphasized the value of campus diversity at elite colleges. Four years later, Aries interviewed the same students about their diversity experiences as they graduated. Now, eight years later, she re-interviews her participants to see how and to what extent race and class continue to play a role as they move into adulthood. The Impact of College Diversity details how exposure to diversity in college helped shape Black and white graduates process issues of economic and racial privilege and inequality at age 30. She investigates how college diversity experiences also facilitate the attainment of upward social mobility in lower-income students and the role that mobility played in their relationships with family and friends in their home communities. Aries further examines how interactions with peers of another race and class influenced development of citizenship skills and civic engagement, as well as Black students' ability to cope with the challenges they faced in the professional world. Aries concludes her study with a discussion of why elite colleges have been beneficial in promoting upward mobility in lower-income students, and the importance of achieving equity and inclusion in making diversity initiatives successful.

The essays in this book focus on political strategies, pedagogical models, and community programs that enable adult ESL learners to become vital members of North American society. This is particularly important in our present time of contraction and downsizing in the education of non-native speakers. The authors represent a broad range of programs and perspectives, but they all have in common the goal of enabling both faculty and students to become full participants in our society and thereby to gain control over their futures. Readers of this book will develop an understanding of the ways in which innovative educators are creating strategies for maintaining language programs and services.

The essays in this book focus on political strategies, pedagogical models, and community programs that enable adult ESL learners to become vital members of North American society. This is particularly important in our present time of contraction and downsizing in the education of non-native speakers. The authors represent a broad range of programs and perspectives, but they all have in common the goal of enabling both faculty and students to become full participants in our society and thereby to gain control over their futures. Readers of this book will develop an understanding of the ways in which innovative educators are creating strategies for maintaining language programs and services.

Visitors to Thailand's urban and beach-sided tourist hotspots notice the presence of colourful and predominantly female vendors offering self-made and mass-manufactured products. A high percentage of these vendors are members of the highland ethnic minority group of Akha who have become micro-entrepreneurs or self-employed street vendors. The work and everyday life experiences of these ethnic minority migrants are situated at the intersections of tourism, migration, and the informal sector. This book investigates the social, economic, and political embeddedness of street vendors in urban tourist contexts in Thailand. Based on extensive field research, it presents a detailed analysis of urban-directed mobility patterns and revealing strategies and dilemmas in the urban souvenir business. Focusing on the development of urban ethnic minority souvenir stalls run mostly by people belonging to the highland group of Akha, the author explains the spatial expansion of ethnic businesses and assesses the economic and political obstacles micro-entrepreneurs are confronted with. The book offers an understanding of the everyday practices and social relations of and between unequally powerful actors related to ethnic minority tourism in urban contexts, and systematically integrates individual and collective action into socio-economic and politico-institutional contexts. A significant contribution to migration and ethnic minority studies in the Thai and Asian urban tourism context, the book will be of interest to researchers in the fields of Southeast Asian studies, tourism, migration, and ethnic minority studies.

Multiculturalism in Western countries continues to grow, but responsiveness to it with culturally sensitive research, policy and practice has been slower to develop. This lag could be accused of enabling institutional racism - that is, culturally insensitive practices and policies can cause or perpetuate harm to non-mainstream children and families, the very thing that child protection systems are set up to address. Thus, it is critical that the field has a resource that clearly and comprehensively outlines the characteristics of cultural competency in the child protection system when working with ethnic minorities and across both mainstream and non-mainstream cultures, so as to equally protect the safety of all children. Unlike previous research, this book addresses discrete and relevant practice issues - how to work effectively with interpreters, whether or not to match caseworkers and clients based on ethnic background and what to consider when making plans for children in the out-of-home-care (OOHC) system - with best practice guidelines. This book will be required reading for all social work students, academics and practitioners whose work engages with issues of cultural competency.

This collection on women's community activism demonstrates the diversity of women's struggles against problems such as violence, homophobia and racism, housing, civil rights, economic security, educational equity and environmental justice. It focuses on the complex ways that gender, race ethnicity, culture, class and sexuality shape women's political consciousness and organizing in the USA. Offering an interdisciplinary perspective, the collection includes case studies of activism among lesbians, white European American women, Korean American and African American women, as well as Latinas and Native Americans.;Contributors include: Sharon Bays, Karen Brodkin, Sharon Cotrell, Cheryl Townsend Gilkes, Terry Haywoode, Pierrette Hondagneu-Sotelo, Sally Ward Maggard, Mary Pardo, Leila Rupp, Verta Taylor, Judith Wittner and Patricia A. Wright.