Being a ‘wog’ in Melbourne – young people's self-fashioning through discourses of racism

Masculinity and social class, tradition and change: the production of ‘young Christian gentlemen’ at an elite Australian boys’ school

“…In the Australian city in which City Grammar is located it is a game of the middle and upper classes, the mass game being rugby league. There are racial inflections also, especially between Rugby Union and soccer, with soccer often associated with post-war European immigration (Tsolidis and Pollard 2009). Schoolboy rugby union has long been seen as not just a game, but rather a set of practices aimed at making particular kinds of men and building particular kinds of male solidarity.…”

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“…The adaptability of identities has been observed in individuals that, though not residing in a physical border region, were socialised in a symbolic border that separated their immigrant parents from the native population (origin vs. destination country). Similarly, these second-generation immigrants, residing on the edge of the southern border separating Spain and Portugal can be understood, in terms of the reconstruction of identities, as existing between two sociocultural worlds and they may create individual meanings and multiple or hybrid identities (Brettell & Nibbs, 2009;Cara, 2010;Tsolidis & Pollard, 2009;Vermeij, van Duijn & Baerveldt, 2009).…”

“…Learning contexts of the others [153] Moreover, many researchers have studied the link between identity and sense of belonging and have stressed its complexity (Garland & Chakraborti, 2006;Murtuja, 2006;Tsolidis & Pollard, 2009;Lam & Smith, 2009). Researchers have analysed the relationship between identity, belonging, cosmopolitism (Bhimji, 2008) and even citizenship (Moreno, 2008).…”

Mired in the shadows: quiet students in secondary schools

“…Ethnographic studies that interrogate subjectivity through gender (Connell, 2000;Davies & Hunt, 1994;Lyng, 2009;McLeod, 2000;McLeod & Yates, 2006;Tsolidis, 2001;Youdell, 2004), class (Eckert, 1989;Lesko, 2001;Wexler, 1992;Willis, 1977); race and/or ethnicity (Devine, 2009;Tsolidis, 2001;Tsolidis & Pollard, 2009) have provided a wealth of information that has enriched our critical understanding of the ways that education works in producing certain kinds of citizens. We seek to build on this tradition in subtle and nuanced ways that ask questions of how individuals move within terrains rather than 'fixing' them within subject positions.…”