By Julia Szalai, Claire Schiff
This booklet compares the academic studies of youth from various 'visible' ethnic minority teams corresponding to Roma in principal Europe, post-colonial minorities in France and England, Turks and Arabs in Germany, and up to date immigrants in Scandinavia. concentrating on underprivileged city contexts, it unearths the structural inequalities and likewise the usually conflict-ridden inter-ethnic kin which advance in study rooms, playgrounds and bigger groups. starting from explorations of quasi-ghettos to experiments in racial and ethnic integration, the encountered events make clear the demanding situations of coping with range in neighborhood groups and on an all-societal point. The contributions reflect on either the regimen practices of ethnic differences and colour-blindness in education, in addition to the ways that a number of actors - scholars, academics, and oldsters - adventure and comprehend those practices. In doing so, this quantity finds that regardless of the large consensus on equivalent chance as a fascinating goal, ethnic differentiation continues to be a key resource of exclusion throughout Europe.
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Additional info for Migrant, Roma and Post-Colonial Youth in Education across Europe
The association between Derrida and linguistics and linguistic relativism, or the reduction of everything to language, is unpopular among the adherents of ‘new feminist materialism’, who are seeking to bring the extra-linguistic dimension ‘back in’. However, I perceive Derrida’s concept of the trace as bearing substantial potential as a concept for reading the social scenario of learning and teaching gender, and as such I position my use of this concept within the growing movement that I have outlined here.
1976, p. xiv). In other words, placing a term ‘under erasure’ indicates that the term can no longer be used in an unmarked, familiar way: it has been rendered problematic through analysis of the assumptions that are associated with its use. However, because of the structures of language and understanding within which we are obliged to operate, the term is irreplaceable, and so must be used, but in its deleted-but-visible form. Asking ‘what is ... ’. Gender, understood in its deconstructive sense, undermines the certainty of the question and places ‘is’ under erasure.
0008 Researching Gender Pedagogy (Lucy), and the importance of physical expression (gestures, body language) for studying identity (Sally). All of the online students who participated in the study were able to work and study in parallel for all or most of their Master’s. Tara and Nyakwar-Osuka both appreciated being able to study topics that were not available for them to study face-to-face in their current work contexts. Tara enjoyed the timings of the online sessions (Interview, 27 April 2012).