Ugandans in Britain Making ‘New’ Homes: Transnationalism, Place and Identity within Narratives of Integration

Binaisa, Naluwembe

doi:10.1080/1369183x.2013.765649

Cited by 17 publications

(14 citation statements)

References 32 publications

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“…In contrast, the social capital those from Africa had accumulated in the country they originally came from was in large part lost to them because of the separation they experienced (cf. the Ugandans interviewed in Binaisa 2013). Yet, perhaps because of the age difference, they seemed to be finding it harder than those from Poland to replicate such links through leisure in the UK.…”

Section: Discussionmentioning

confidence: 99%

“…In this paper we have recognised the diversity and complexity of new migrant groups and demonstrated the significance of intersectional constructions of leisure as new migrants address the challenge of performing whiteness in different ways. In line with Anthias (2012) and Binaisa (2013) the intersections with age, class and gender are to be examined in more detail in the next stage of this project.…”

Section: Discussionmentioning

confidence: 99%

“…However, in comparison, the African migrants are more obviously marked (cf. Binaisa 2013). Certainly the extent of activity in public leisure spaces for African migrants was more limited than among the migrants from Poland.…”

Section: The Symbolic Capital Of Whitenessmentioning

confidence: 99%

“…This normative discourse belies the lived experience of plurality, becoming and belonging, and in a special issue of this journal on the interactions between integration and transnationalism, two case studies show the complexity of migrant lives and identities. While Binaisa (2013) argues that identities and experiences of Ugandan migrants in the UK are a product of a complex interaction of intersectionality and post-colonialism, Hammond (2013) shows how Somali transnational engagement is of benefit to the construction of community and identity in the UK.…”

Section: Introductionmentioning

confidence: 99%

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Whiteness, Blackness and Settlement: Leisure and the Integration of New Migrants

Long¹,

Hylton²,

Spracklen³

2014

Journal of Ethnic and Migration Studies

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Symbolic Capital Of Whitenessmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Whiteness, Blackness and Settlement: Leisure and the Integration of New Migrants

Long¹,

Hylton²,

Spracklen³

2014

Journal of Ethnic and Migration Studies

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show abstract

“…In general, maintaining ties to the home left behind reorganizes family relationships in light of economic responsibilities (Osirim 2011;Binaisa 2013), gender roles (Das Gupta 1997Fouron and Schiller 2001;Fouron and Schiller 2001;Viruell-Fuentes 2006) and religious identities (Abdelhady 2006;Al-Ali 2002) as they are carried out in both nations. Economic and business opportunities in the United States can provide resources for communities in migrants' home countries and for the revitalization of urban American neighborhoods (Osirim 2011).…”

Section: Theoretical Context and Backgroundmentioning

confidence: 99%

Transnationalism among Second-Generation Muslim Americans: Being and Belonging in Their Transnational Social Field

Byng

2017

Social Sciences

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An increase in transnationalism, the ability of individuals and families to travel and maintain relationships across national borders, has led to questions about its impact on identity especially for the children of migrants. When combined with concerns about global and national security such as those that are associated with Muslims and Islam, then questions about the strength national identity are particularly pertinent. This analysis uses the theories of transnational social fields and intersectionality to examine the transnational experiences of second-generation Muslim Americans. It relies on qualitative interview data. The data show the intersection of their national, religious, and gender identities. It demonstrates that they experience transnational being in their parents' country of origin and belonging in the United States. Nationality, religion, and gender influence what they experience in each location. The analysis demonstrates the stability and centrality of American national identity in what second-generation Muslims experience in both locations. Moreover, their belonging in the United States rests squarely on their perceptions of themselves as Americans and their construction of their Muslim identity as an American religious identity.

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Challenging Global Geographies of Power: Sending Children back to Nigeria from the United Kingdom for Education

Kea

Maier

2017

Comp Stud Soc Hist

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West Africans have a long history of investing in their children's education by sending them to Britain. Yet, some young British-Nigerians are being sent to Nigeria for secondary education, going against a long historical grain. The movement of children from London to Nigeria is about the making of good subjects who possess particular cultural dispositions and behave in such a manner as to ensure educational success and the reproduction of middle class subjectivities within neoliberal globalisation. We maintain that this movement highlights the way in which global geographies of power -rooted in a colony -metropole divide -are being challenged and reconfigured, serving to provincialize the U.K., through the educational choices that Nigerian parents make for their children. Such small acts disrupt imagined geographies and particular spatial and temporal configurations of progress and modernity, in which former colonial subjects have travelled to the metropole for education, whilst generating counter narratives about Nigerian education, society and economy. Yet, the methods to instil new dispositions and habits in the contemporary Nigerian educational context are informed by the British educational colonial legacy of discipline through corporal punishment. Physical punishment was central to the civilizing mission of British colonial educational policy. Consequently, the choice to send children to school in Nigeria, and other African countries, as well as challenging global geographies of power, sheds light on the continued relevance of the colonial educational legacy and its disciplinary strategies which are, in turn, part of the broader project of modernity itself.

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Ugandans in Britain Making ‘New’ Homes: Transnationalism, Place and Identity within Narratives of Integration

Cited by 17 publications

References 32 publications

Whiteness, Blackness and Settlement: Leisure and the Integration of New Migrants

Whiteness, Blackness and Settlement: Leisure and the Integration of New Migrants

Transnationalism among Second-Generation Muslim Americans: Being and Belonging in Their Transnational Social Field

Challenging Global Geographies of Power: Sending Children back to Nigeria from the United Kingdom for Education

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