The social construction of racism: the case of second generation Bangladeshis

Ahmed, Bipasha; Nicolson, Paula; Spencer, Chris

doi:10.1002/(sici)1099-1298(200001/02)10:1<33::aid-casp529>3.0.co;2-b

Cited by 16 publications

(9 citation statements)

References 10 publications

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“…The phenotype discourse positions ethnics in relation to the mainstream population depending on their perceived colour. Similar to other ethnic minorities of colour, the participants felt different due to their skin colour (Ahmed, Nicolson, & Spencer, 2000). A participant who was not the 'right' colour was positioned as someone who does not look Australian.…”

Section: Modern Muslim Discourse:'we Were Bought Up As Ataturks'mentioning

confidence: 92%

Constructing Identity as a Second-Generation Cypriot Turkish in Australia: The Multi-hyphenated Other

Ali

Sonn

2010

Culture & Psychology

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This article explores how Cypriot Turkish people in Australia construct their multi-hyphenated identity and the implications this has for their sense of belonging. Ethnic identity is conceptualized as a set of social and cultural understandings, shaped by historical processes, positions of power and patterns of privilege, which people draw on to understand and experience themselves. Ten Cypriot Turkish people's identities were explored through semi-structured interviews. Discourse analysis was used to identify the discursive constructions of identity and belongingness. Discourses that constructed the Cypriot Turkish Australian identity were: modern Muslim, language, phenotype and ancestry and generation discourse. These discourses give rise to the multi-hyphenation of this identity, positioning them as either Cypriot Turkish Australians or Cypriot Turkish in Australia. The discourses have highlighted not only the current socio-political context as shaping subjectivities, but also the historical and political collective memory that continues in the construction of ethnic identities.

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Section: Modern Muslim Discourse:'we Were Bought Up As Ataturks'mentioning

confidence: 92%

Constructing Identity as a Second-Generation Cypriot Turkish in Australia: The Multi-hyphenated Other

Ali

Sonn

2010

Culture & Psychology

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“…Brah, 1996). An adjustment to western culture was often seen as preferable and 'healthier' than maintaining a 'traditional' identity for individuals in those contexts (Ahmed, 1997). It would also appear that South Asian women are stereotyped in starkly bipolar terms in the wider literature.…”

Section: Psychology and The Theorization Of 'Culture'mentioning

confidence: 99%

Constructions of `Culture' in Accounts of South Asian Women Survivors of Sexual Violence

Ahmed

Reavey

Majumdar

2009

Feminism & Psychology

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The aim of this article is to explore some of the ways in which British South Asian women survivors of sexual violence (in particular, those who are either British born or have lived in the UK for most of their lives and are fluent English speakers) construct the effects of `culture' within their accounts of sexually violent experiences. We present a discursive analysis based on semi-structured interviews with eight English-speaking women of South Asian origin living in the UK, who had either escaped from or were currently seeking help for sexual violence. Our analysis discusses how a discourse of `culture as problematic and unchangeable' is both accepted and challenged simultaneously. Culture is presented as the reason why family and community members hold problematic views about sexually violent experiences. However, these women simultaneously resist this discourse through demonstrating their disappointment and ambivalence with their family and community-held views. Furthermore, we discuss how such constructions intersect (or not) with service provider constructions as reported in previous research. We also discuss the implications that our analysis may have for service provision and propose a set of theories and models that might inform them. This study forms part of a larger project on South Asian women's experiences of sexual violence.

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“…This is precisely what makes social representations theory particularly apt for this study -as this is a theory developed as a counter to the theoretical and methodological individualism within both social psychology as a discipline (Farr, 1996;Foster, 1999) and within theories of prejudice (Augostinous and Reynolds, 2001), self-categorisation (Billig, 2002) and social identity (Howarth, 2002a) in particular. We need, too, to problematise the category of 'race' (Anderson, 2002;Condor, 1988) and examine the cultural production and institutionalisation of racism(s), as social psychology has failed to do (Ahmed, Nicolson and Spencer, 2000;Holdstock, 2000;Howitt and Owusu-Bempah, 1994;. This would enable us to develop an understanding of how discourses, practices and people are 'racialised' in order to maintain and defend structured inequalities in society (Wetherell and Potter, 1992).…”

Section: School Exclusion and Ethnic Minoritiesmentioning

confidence: 99%

Re‐presentation and resistance in the context of school exclusion: reasons to be critical

Howarth

2004

Community & Applied Soc Psy

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In this paper I present an examination of how we, in the everyday, develop critical engagement with the shifting relations of power and oppression around us. The paper explores the role of representations in maintaining the racialised patterns of school exclusion in Britain. I use social representations theory to investigate how racialising re-presentations pervade and create institutionalised practices, how these re-presentations invade young people's sense of self and ultimately how young people collaborate ways to resist and reject oppressive relations. The material presented here, from interviews with young people excluded from school, parents, teachers and others involved in school exclusion, illustrates how young people problematise and critique racialising re-presentations while participating in the conditions of oppression and resistance that pervade their experiences of school. The analysis is divided into three sections. The first examines the institutionalisation of stigmatising representations, visible in social practices. The second section looks at the role of re-presentation and engaged critique in the social construction of 'black pupils'. The concluding section explores the possibilities of resistance and critical engagement in the everyday. As a whole this reveals how young people develop critical engagement with the re-presentations that filter into and so constitute their realities. This enables an analysis of the role of resistance and contestation in social representation, highlights the importance of participation and community and so invites a critical version of social representations theory.

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The social construction of racism: the case of second generation Bangladeshis

Cited by 16 publications

References 10 publications

Constructing Identity as a Second-Generation Cypriot Turkish in Australia: The Multi-hyphenated Other

Constructing Identity as a Second-Generation Cypriot Turkish in Australia: The Multi-hyphenated Other

Constructions of `Culture' in Accounts of South Asian Women Survivors of Sexual Violence

Re‐presentation and resistance in the context of school exclusion: reasons to be critical

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