Transnational engagements and the future economic aspirations of Turkish-speaking young people in London

Abstract

Contemporary researchers indicate that the conditions of minority communities can no longer be analysed within the narrow boundaries of the host societies. Technological innovations, such as air transport and satellite systems, have prepared the necessary conditions for a grassroots transnationalism, and transnational activities among migrant communities are already well-documented. However, the existing literature on the effects of transnationalism for the second generation is quite restricted as regards identity construction. Yet, it is also important to analyse the economic effects of transnationalism on young people, especially on their future prospects. Within this context, this article discusses the effects of transnational social networks on the economic aspirations of Turkish-speaking young people, arguing that transnational activities alone could not influence young people's aspirations: the effects of transnationalism on young people's future preferences are only evident if gender, age, education degrees and father's economic status are taken into the equation.

Construction of ‘Others’ in Relation to Transnational Experiences: The Case of Stayers and Returnees in the Assyrian Community Living in Turkey

“…For instance, Avcı (2005) analyses Turkish immigrants' religious organisations in the Netherlands and their connections with Turkey. Enneli (2010) discusses transnational space in relation to second generation Turkish people in Britain. Senay (2010) points out the role of the Turkish consulate in keeping Turkish immigrants together in Australia (Senay 2010).…”

Göç, Entegrasyon Ve Eği̇ti̇m Ekseni̇: Bi̇rleşi̇k Krallik’taki̇ Türkler

“…Bu durum birkaç faktöre dayalı olarak açıklanmaktadır: yoksulluk ve toplumsal yoksunluk, ırkçılık ve yapısal ayrımcılıklar, dil becerisinin yetersizliği, BK'de bulunma süresi, öğretmenler arasında Türk öğrencilere yönelik başarı beklentilerinin düşük olması, eğitim politikalarında Türklerin görünmezliği, topluluk içerisinde rol modellerin eksikliği, kötü okul-evtoplum ilişkileri ve ebeveyn desteğinin yetersiz olması (Aydın, 2001;Issa vd., 2008;Strand vd., 2010;D'Angelo vd., 2011;Crul, 2013). Bunlara ek olarak bazı araştırmacılar ise özellikle etnisite ve sosyal sınıfın (Heath ve Brinbaum, 2007) ve etnik topluluğun kendi kendine yetmesinin (Enneli and Modood, 2009) Eğitim, BK'deki Türklerin en önemli zorluklarından biridir ve toplum bu gerçeğin bilincindedir (Çilingir, 2010: 112). Yukarıda altı çizilen faktörlerin hepsinin değerlendirmesi bu makalenin sınırlarını aşmaktadır; bu nedenle esas olarak (1) ebeveyn, (2) okul ve (3) etnik topluluk faktörlerine odaklanılacaktır.…”

“Were you treated differently because you wore the hijab?”: Everyday Islamophobia, racialization and young Turks in Britain

“…The idea of Turkishness formulated by Ataturk, the founding father of the Turkish Republic, does not unavoidably coincide with blood ties, nor is it blind to ethnic differences. It has no reference to a common race or common religion (Enneli, 2001). This civic conception of nationhood means, for instance, that a person born to a racially Kurdish parent might identify her/himself as being a Turk; likewise, a Turk might identify her/himself as being non-Muslim.…”