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Naming the 'other': children's construction and experience of racisms in Irish primary schools
Published in:
Race, Ethnicity & Education, Vol: 11, Page: 369-385
Publication Date:
2008
Aims & Objectives:
This study describes the construction and experience of racisms among a sample of primary school children in Ireland during a period of intensive immigration
Abstract:
This paper considers the construction and experience of racisms among a sample of primary school children in Ireland during a period of intensive immigration. Placing children's voices at the centre of the analysis, it explores how children's constructions draw upon discourses of 'norm' and 'other' in relation to national identity and cultural belonging. Constructions of minority ethnic groups are located within a context that defines what it is to be Irish, such constructions carrying with them assumptions related not only to skin colour but also to lifestyle, language, and religious belief. Drawing on key concepts related to power, social identities and child cultures, the findings highlight the significance of ethnic identity to children's negotiations around inclusion and exclusion in their peer groups. Name-calling in general, and racist name-calling in particular, was shown to be an important tool used by some children in the assertion of their status with one another. The sensitivity displayed by the majority ethnic children to skin colour only, in their discussions around racism, highlights the salience of colour to many of these children's typification of themselves as white Irish, and of many black migrant children especially as 'other'. It also indicates, however, the limited understanding these majority ethnic children had of racism in contrast to their minority ethnic peers (including Irish Traveller children), all of whom were able to recount their own experiences of being racially abused for colour and/or culturally-based differences. The need for teachers to be sensitive to the dynamics of children's social world is stressed, as is the importance of developing clear procedures for the monitoring and tackling of racist incidents in schools. [ABSTRACT FROM AUTHOR] Copyright of Race, Ethnicity & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Authors:
Study Type:
Study Papers » Qualitative Study » Qualitative Studies
Notes:
Article 13613324 Accession Number: 35387810; Devine, Dympna 1; Kenny, Mairin 1; Macneela, Eileen 1; Affiliations: 1: School of Education, University College Dublin, Dublin, Ireland Source Info: Dec2008, Vol. 11 Issue 4, p369; Thesaurus Term: EXPERIENCE in children; Thesaurus Term: EDUCATION, Primary; Thesaurus Term: RACE relations in school management; Thesaurus Term: GROUP identity; Thesaurus Term: EDUCATION; Subject Term: RACISM in education; Subject Term: SOCIAL aspects; Subject Term: IRELAND; Subject Term: IRELAND; Author-Supplied Keyword: children's voice; Author-Supplied Keyword: peer culture; Author-Supplied Keyword: power; Author-Supplied Keyword: racism; Author-Supplied Keyword: social identity; Number of Pages: 17p. Document Type: Article
Categories:
experience of ethnic diversity
International Classification:
Ethnic
Keywords:
- children''s voice
- Education
- EDUCATION, Primary
- EXPERIENCE in children
- GROUP identity
- Ireland
- peer culture
- power
- RACE relations in school management
- RACISM
- RACISM in education
- SOCIAL aspects
- Social Identity
Geography:
Republic of Ireland (Republic of Ireland)