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Unisa Press

Hyphenated Selves - Immigrated Identities within Education Contexts

Hyphenated Selves - Immigrated Identities within Education ContextsCo-published with Savusa
Savusa Series

Author:

Saloshna Vandeyar

Published:

2011

ISBN:

978-1-86888-679-1

Number of pages:

224

Prices:

South Africa: R120 (incl VAT) | Africa: R145 | USD: $ 25 | GBP: £ 15 | Euro: €20

Contact:

Laetitia Theart: Thearl@unisa.ac.za

 

About the book

Professor Saloshna Vandeyar brought together thirteen co-authors to present us with the most stimulating and original case studies of identity formation and negotiation in the contexts of migration and education.  Processes in South African, Dutch, American Mexican, Swedish, Brazilian and German schools are scrutinized while immigrant students from very diverse origins such as the Philippines, Turkey, Central and East Africa and Singapore are studied in the way they perceive themselves in the schools and countries they now find themselves in.  This excellent compilation will appeal to researchers in the fields of education, anthropology, sociology as well as ethnic and cultural studies. Philip Hermans, Professor of Anthropology, Catholic University of Leuven.

This book extends discussions from anthropology, hermeneutics and philosophy into the very real and immediate world of public education.  More than that, it speaks to one of the most challenging public policy issues of our times: how to come to terms with ethnic, religious and cultural differences without authoritarian demands for conformity and cohesion. For South Africa the book offers many lessons and points of debates. If nothing else, it insists that we confront the challenges of difference: these are not merely reverberations of apartheid – although they are coloured by it – that can be ignored. They are instead unavoidable by-products of global processes of human movement and cultural transformation. As we recognise these, the authors ask us to think carefully, not only about the institutional and pedagogical tools we employ, but about the fundamental objectives that inform our efforts.
Professor Loren B. Landau, Director, Centre for Refugee and Immigrant Studies, University of the Witwatersrand, South Africa.

Contents

Foreword
    Jonathan Jansen vii
Introduction
    Saloshna Vandeyar 1
1 The Constitution, Negotiation and Representation of Immigrant Student Identities in South African Schools 9
    Saloshna Vandeyar and Thirusellvan Vandeyar
2 Racialized Education in the Netherlands: Implications for Immigrant Youth Identities 31
    Melissa F. Weiner
3 Schooling, National Affinity(ies), and Transnational Students in Mexico 57
    Edmund T. Hamann and Víctor Zúñiga
4 Educating the Extraterritorial Singaporean: Constructing a Singaporean Identity Overseas 73
    Theodora and Brenda Yeoh
5 Inclusion, Exclusion and Identities in Education: The Swedish Perspective 107
    Berit Lundgren
6 Schools’ Organizational Views of Diversity: Perceptions and Approaches 131
    Gabriel Horenczyk and Moshe Tatar
7 Boosting Immigrant Student Identities in Brazilian Schools: Towards a Multicultural Framework for Teacher Education 149
    Ana Canen
8 Trapped in Our Own Labels: How Simplistic Conceptions of Identity
Obstruct Our Educational System 165
Timothy D. London
9 Conversational Piece
    Minority within Minority: Power, Dominance and the Replication of Injustice among Berlin’s Turkish Kurds 18
    Kavitha Rajagopalan
10 Conclusion
    Hyphenated Identities as a Challenge to Nation-State School Practice? 203
    Edmund T. Hamann and William England
Contributors 213