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PRESENTED BY RANJANA MCLEAN

MODULE 5 PRESENTATION How do South Asian women negotiate their identity in one London Higher Education institution. PRESENTED BY RANJANA MCLEAN. BACKGROUND TO RESEARCH RATIONALE. Time as PAA when student came to me

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PRESENTED BY RANJANA MCLEAN

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  1. MODULE 5 PRESENTATIONHow do South Asian women negotiate their identity in one London Higher Education institution PRESENTED BY RANJANA MCLEAN

  2. BACKGROUND TO RESEARCHRATIONALE • Time as PAA when student came to me • Female students who were Asian especially from Indian Subcontinent facing challenges • Arrange marriages, pregnancy, family pressures, domestic home lives, • One student example • Questions in my mind arise

  3. QUESTIONS ARISINGRATIONALE • How do these students negotiate their education with these challenges in mind? • What hinders them and what enables them to continue their studies? • What helps them succeed? • Which identity is paramount – gender, culture, ethnicity? • Or is it a combination?

  4. SOME ANSWERSLITERATURE REVIEW • What about those who are not part of the community? • My own story HOWEVER

  5. SO…AIMS AND OBJECTIVES • The overall aim of this research is to contribute to understandings of the experiences and identities of young South Asian women. • The objectives of the research are: • To explore share communities within a group of young South Asian women in their final year of an undergraduate degree in one London University • To investigate the identity of these communities. • To locate the identity of those young south Asian women on the outside of this shared community • To explore how life-story methods can be used to develop understanding of the experiences and identities of those students who place themselves outside the shared community.

  6. KNOWLEDGE AND BELIEFSEPISTEMOLOGY • Reality is subjective and is experienced differently • Shaped by differences in social, class, gender, economics and ethnicity • Knowledge is always political – that is … • In order to change something in society we need to understand the system in which it operates • To understand this system research needs to be in the shape of a dialogue • This explores the relationships which create this reality

  7. THE LENS USED Communities of Practice Ideas of Difference Postmodern Feminist Theory Theoretical Framework Social Theory Feminist Theory Gender Identity Identity Theory Ethnic Identity

  8. NUTS AND BOLTSMETHDOLOGY Qualitative research is the method of inquiry that seeks to understand social phenomena within the context of the participants' perspectives and experiences. (Back cover Merrian 2002)

  9. ETHICS • BERA Ethic Considerations • University Ethical Guidelines • Insider and outsider –carrying out research in own university • Consent – informed • The sample group – ensuring balance and confidentiality • Space – where to this takes place • Own positioning.

  10. ANALYSISLIFE STORIES • Narrative Analysis / Life Stories • Stories viewed as discourse • Using life stories to tell what is happening • A sequence of events which evaluates events which are recounted which is taking meaning from the story as a whole • People are storytellers and stories provide coherence and continuity to the individuals experience • A way of communicating with others. • Lomsky-Feder (1994) two main reasons • Reflects the way individuals see their life events and gives meaning to them • Reflects the social historical context which influences their lives

  11. ANALYSISLIFE STORIES • Interpretive process to be developed • Reading and re-reading the story with a different focus • Interpreting the story in-order to understand • Lieblich et al (1998) –’three voice dialogue’

  12. HOW LONG WILL THIS TAKETIMESCALE

  13. Thank you for Listening I now invite questions from the audience

  14. BIBLIOGRAPHY - BOOKS • Allen, S. (1971) New Minorities. Old Conflicts. Random House Inc, New York • Alexander, Z and Dewsee, A. (1972) Roots in Britain - Black. Asian Citizens from Elizabeth I to Elizabeth II, Pluto Press, London • Bhopal K (2010) Asian Women in Higher Education shared communities Trentman Books Stoke on Trent • Butler J (1999) Gender Trouble Routledge New York and London • Butler J (2007) Performative Acts and Gender Constitution An essay in phenomenology and feminist theory in Bial H (2007)ed The Performance Studies Reader 2nd Ed London Routledge

  15. Hussain Y and Bagguley P (2007) Moving on up South Asian women and higher education Trentman Books Stoke on Trent • Lieblich et al, (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks, London, • Lomsky-Feder, E., (1994). Patterns of participation in war and the construction of war inthelife course: Life stories of Israeli veterans from the Yom Kippur war, Jerusalem :The Hebrew University. • Merrian S (2002) Qualitative research in practice: examples for discussion and analysis Jossey-Bass San Francisco

  16. Puwar N and Raghuram P (2003) (Dis)locating South Asian Women in the Academy in Ed Puwar N and Raghuram P (2003) South Asian Women in the dispora Berg Oxford • Rees (1982) Immigration policies in the United Kingdom Race in Britain: continuity and change. in C. Husband (ed.) 'Race' in Britain. London: Hutchinson University Library • Wenger E (1998) Communities of Practice Learning Meaning and Identity Cambridge University Press New York

  17. BIBLIOGRAPHY ARTICLES • Bhattacharyya G (2003) South Asian Cultural Studies—Lessons from Back Home? South Asian Popular Culture 1:1 3–11 • Bhopal K (2001) Researching South Asian Women: issues of sameness and difference in the research process Researching South Asian Women: issues of sameness and difference in the research process Journal of Gender Studies, 10 :3 279-286 • Bhopal K (2008): Shared communities and shared understandings: the experiences of Asian women in a British university, International Studies in Sociology of Education, 18:3-4, 185-197 • Bhopal K (2011) ‘We tend to stick together and mostly we stick to our own kind’: British Indian women and support networks at university, Gender and Education, 23:5, 519-534 • Butt G, MacKenzie L & Manning R (2010): Influences on British South Asian women’s choice of teaching as a career: “you’re either a career person or a family person; teaching kind of fits in the middle”, Educational Review, 62:1, 69-83

  18. BIBLIOGRAPHY ARTICLES • Ludhra G (2011): Asian women in higher education: shared communities, Gender and Education, 23:6, 790-792 • Martin P (2010) ‘They have lost their identity but not gained a British one’: non-traditional multilingual students in higher education in the United Kingdom Language and Education 24:1 9–20 • Jacobson J (1997) Religion and ethnicity: Dual and alternative sources of identity among young British Pakistanis, Ethnic and Racial Studies, 20:2, 238-256 • Nesbitt E (1998): British, Asian and Hindu: identity, self‐narration and the ethnographic interview, Journal of Beliefs & Values: Studies in Religion & Education, 19:2, 189-200 • Rose, E. J. B. (1969) Colour and Citizenship: a report on British Race Relations. Institute of Race Relations, Oxford University Press • Shain F (2000) Culture, Survival and Resistance: theorizing young Asian women’s experiences and strategies in contemporary British schooling and society Discourse: studies in the cultural politics of education, 21:2, 155-174

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