Third-Generation British-Bangladeshis from East London: Complex Identities and a Culturally Responsive Pedagogy

Autor/in	Hoque, Aminul
Titel	Third-Generation British-Bangladeshis from East London: Complex Identities and a Culturally Responsive Pedagogy
Quelle	In: British Journal of Sociology of Education, 39 (2018) 2, S.182-196 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoque, Aminul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2017.1406335
Schlagwörter	Immigrants; Self Concept; Culturally Relevant Education; Secondary School Students; Muslims; Native Language; Clothing; Religious Factors; Foreign Countries; Personal Narratives; Islam; Fear; Racial Discrimination; Social Discrimination; Indo European Languages; English (Second Language); Young Adults; Language Attitudes; Family Characteristics; Alienation; Social Isolation; Student Attitudes; Ethnic Groups; Teaching Methods; Curriculum; Semi Structured Interviews; United Kingdom (London); Bangladesh + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Selbstkonzept; Sekundarschüler; Muslim; Muslimin; Kleidung; Ausland; Erlebniserzählung; Furcht; Racial bias; Rassismus; Soziale Benachteiligung; Soziale Schließung; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Young adult; Junger Erwachsener; Sprachverhalten; Entfremdung; Soziale Isolation; Schülerverhalten; Ethnie; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Bangladesch
Abstract	This article examines the lives and multifaceted identities of a group of young Bangladeshis from east London. Qualitative research--involving predominantly group and in-depth one-to-one interviews--was undertaken with 16 young Bangladeshis aged 15-19. Two key findings emerge from this research. Firstly, the knotty and fluid concept of identity is important to these young people as their narratives demonstrate that they are negotiating meanings of what it means to be a British-born Bangladeshi Muslim. Secondly, through a detailed examination of two aspects of their multifaceted identity--the mother tongue and the hijab--this article argues that their identity problematic poses important questions for educational spaces. One of the key conclusions of this article is that by embracing a culturally responsive model of education and exploring--however difficult and ethically challenging it may be--our pupils' cultural, linguistic, ethnic and religious identities within the curriculum can be meaningful and ultimately educational. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01