Multifaceted Identity Of Interethnic Young People

The number of interethnic individuals is one of the most striking demographic changes in Britain over the last decade. Demonstrating both that identity is fluid and multifaceted rather than fixed, and that people of Asian,Black,Chinese and White interethnic backgrounds do not necessarily experience identity conflict as proposed by some social scientists, Multifaceted Identity of Interethnic Young People explores the manner in which interethnic young people define their identities. In doing so, it also looks at their parents and their experiences as interethnic couples in society. Presenting rich new empirical information relating to young people of Black, White, Asian and Chinese interethnic backgrounds, this book also examines the impact that inter-religious relationships have upon young people's sense of identity, whilst also discussing the implications of the election of America's first interethnic president. As such, it will be of interest to social scientists working in the fields of race, ethnicity and identity.

This volume features chapters by international experts in education, sociology, and theology who consider a range of challenges faced by educators in primary and secondary schools that are becoming increasingly diverse in terms of the ethnic and religious backgrounds of pupils. From the non-religious, to the refugee, to student fundamentalism and even radicalization—these multiple, fresh approaches analyze the dynamics of the changing pedagogical landscape in an age of ever increasing globalization and cultural plurality. Today’s classrooms are often the most crucial spaces where children and adolescents encounter new cultural, religious, and other worldviews. Increasingly, teachers are called on to empower their pupils with the tools and competencies necessary to reflect on and process this plurality in ways that are productive for their intellectual growth and moral maturation. Regional case studies provide extensive data while offering insights into developments in school settings across Europe, in Turkey, and in the United States. In addition, a number of the contributions address the delivery, content, and policies of Islamic Religious Education in European contexts, the educational strategies employed in multi-religious societies, and interreligious dialogue in schools, whether intentional or spontaneous.

Religions have always been associated with particular forms of knowledge, often knowledge accorded special significance and sometimes knowledge at odds with prevailing understandings of truth and authority in wider society. New religious movements emerge on the basis of reformulated, often controversial, understandings of how the world works and where ultimate meaning can be found. Governments have risen and fallen on the basis of such differences and global conflict has raged around competing claims about the origins and content of religious truth. Such concerns give rise to recurrent questions, faced by academics, governments and the general public. How do we treat statements made by religious groups and on what basis are they made? What authorities lie behind religious claims to truth? How can competing claims about knowledge be resolved? Are there instances when it is appropriate to police religious knowledge claims or restrict their public expression? This book addresses the relationship between religion and knowledge from a sociological perspective, taking both religion and knowledge as phenomena located within ever changing social contexts. It builds on historical foundations, but offers a distinctive focus on the changing status of religious phenomena at the turn of the twenty-first century. Including critical engagement with live debates about intelligent design and the ’new atheism’, this collection of essays brings recent research on religious movements into conversation with debates about socialisation, reflexivity and the changing capacity of social institutions to shape human identities. Contributors examine religion as an institutional context for the production of knowledge, as a form of knowledge to be transmitted or conveyed and as a social field in which controversies about knowledge emerge.

Sephardic and Ashkenazic Judaism have long been studied separately. Yet, scholars are becoming ever more aware of the need to merge them into a single field of Jewish Studies. This volume opens new perspectives and bridges traditional gaps. The authors are not simply contributing to their respective fields of Sephardic or Ashkenazic Studies. Rather, they all include both Sephardic and Ashkenazic perspectives as they reflect on different aspects of encounters and reconsider traditional narratives. Subjects range from medieval and early modern Sephardic and Ashkenazic constructions of identities, influences, and entanglements in the fields of religious art, halakhah, kabbalah, messianism, and charity to modern Ashkenazic Sephardism and Sephardic admiration for Ashkenazic culture. For reasons of coherency, the contributions all focus on European contexts between the fourteenth and the nineteenth centuries.

On 9 August 2015, Singapore celebrated its 50th year of national independence, a milestone for the nation as it has overcome major economic, social, cultural and political challenges in a short period of time. Whilst this was a celebratory event to acknowledge the role of the People’s Action Party (PAP) government, it was also marked by national remembrance as founding Prime Minister Lee Kuan Yew died in March 2015. This book critically reflects on Singapore’s 50 years of independence. Contributors interrogate a selected range of topics on Singapore’s history, culture and society – including the constitution, education, religion and race – and thereby facilitate a better understanding of its shared national past. Central to this book is an examination of how Singaporeans have learnt to adapt and change through PAP government policies since independence in 1965. All chapters begin their histories from that point in time and each contribution focuses either on an area that has been neglected in Singapore’s modern history or offer new perspectives on the past. Using a multi-disciplinary approach, it presents an independent and critical take on Singapore’s post-1965 history. A valuable assessment to students and researchers alike, Singapore: Negotiating State and Society, 1965-2015 is of interest to specialists in Southeast Asian history and politics.

This volume offers a "southern," Pacific Ocean perspective on the topic of racial hybridity, exploring it through a series of case studies from around the Australo-Pacific region, a region unique as a result of its very particular colonial histories. Focusing on the interaction between "race" and culture, especially in terms of visibility and self-defined identity; and the particular characteristics of political, cultural and social formations in the countries of this region, the book explores the complexity of the lived mixed race experience, the structural forces of particular colonial and post-colonial environments and political regimes, and historical influences on contemporary identities and cultural expressions of mixed-ness.

This book highlights and examines the role of the textbook in legitimising established political and social orders. It analyses the way in which the ‘other’ is presented in school textbooks, focusing on a number of countries in the Middle East and North Africa (MENA) region, and argues that the role of textbooks in developing and maintaining a national identity should be afforded greater critical attention. Textbooks can help form national identities by developing a society’s collective memory; this might involve a historical narrative which may be self-contradictory or even fabricated to a certain extent, including myths, symbols and collective memories that divide “us” from “them”, and ultimately resulting a dichotomy between the Self and the Other. As well as addressing a range of theoretical questions relating to the study of textbooks generally, the volume also covers a broad spectrum of Middle Eastern states and societies, with contributions from Turkey, Iran, Egypt, Cyprus, Lebanon, Iraq, Kurdistan, Jordan, Morocco, Tunisia, Israel and Palestine. It will be essential reading for researchers and students working in the fields of Education, Sociology and History, particularly those with an interest in national identities in the MENA region.

This ethnographic study of middle-class British-Pakistani women in Manchester explores the sense of belonging they create through recognition and social status. Belonging in these communities is enacted through the performance of different identities—class, ethnicity, nationality, generation, age, religion, and gender—that earn them social power and status among family and friends. To prove they are “model migrants,” worthy of respect and recognition, these women perform various and intersecting identities to maximize status and social capital in diverse situations. Far from being passive victims of racial, religious, or cultural discrimination, middle-class British-Pakistani women challenge prejudice against Muslims and British-Pakistanis through certain practices, objects, performances, and relationships, serving as ambassadors for their religious and ethnic identity through their conduct and interaction with others in daily life.

Offering a transnational perspective on the processes of identity transmission and identity construction of mixed families in various parts of the world, this book provides an overview of how local, national, global contexts and inter-group relations structure the development of specific forms of belonging and identification. Featuring nine rich ethnographic studies situated in geographic areas less covered by scholarship on mixed families such as Québec, Morocco, Italy, France, Switzerland, Belgium, the Philippines, Thailand and Israel, the book’s contributions reveal how families’ everyday lives are shaped by historical and sociopolitical contexts, as well as by transnational dynamics and mobility trajectories. The studies illustrate the context-specific realities that shape social definitions of mixedness—whether religious, national, cultural, ethnic or racial—at local and transnational levels. The articulation of local and transnational perspectives on mixed families will be of interest to students and scholars of migration, transnationalism, families, ethnicity, race and racism in the social sciences (anthropology, sociology, history, social work, international relations and global studies). The book will also be of interest to policymakers, as well as activists and practitioners working in organizations offering services to mixed individuals, migrants, and their families.

Contributions by José Alaniz, Jessica Baldanzi, Eric Berlatsky, Peter E. Carlson, Sika A. Dagbovie-Mullins, Antero Garcia, Aaron Kashtan, Winona Landis, A. David Lewis, Martin Lund, Shabana Mir, Kristin M. Peterson, Nicholaus Pumphrey, Hussein Rashid, and J. Richard Stevens Mainstream superheroes are becoming more and more diverse, with new identities for Spider-Man, Captain America, Thor, and Iron Man. Though the Marvel-verse is becoming much more racially, ethnically, and gender diverse, many of these comics remain shy about religion. The new Ms. Marvel, Kamala Khan, is a notable exception, not only because she is written and conceived by two women, Sana Amanat and G. Willow Wilson, but also because both of these women bring their own experiences as Muslim Americans to the character. This distinct collection brings together scholars from a range of disciplines including literature, cultural studies, religious studies, pedagogy, and communications to engage with a single character, exploring Khan’s significance for a broad readership. While acknowledged as the first Muslim superhero to headline her own series, her character appears well developed and multifaceted in many other ways. She is the first character to take over an established superhero persona, Ms. Marvel, without a reboot of the series or death of the original character. The teenager is also a second-generation immigrant, born to parents who arrived in New Jersey from Pakistan. With essays from and about diverse voices on an array of topics from fashion to immigration history to fandom, this volume includes an exclusive interview with Ms. Marvel author and cocreator G. Willow Wilson by gender studies scholar Shabana Mir.