In this paper we look at three identity positions salient in research of young people studying in complementary schools in Leicester, a large linguistically and ethnically diverse city in the East Midlands, England. Our discussion of identity focuses on three identity positions: multicultural, heritage and learner. The first two of these are linked to discussions on ethnicity as a social category. We explore the fluidity and stability of ethnicity as a social description in interview transcripts of young people at complementary schools. In addition, the paper explores another, more emergent identity salient in the two schools, that of ‘learner identity’. The research can be characterised as adopting a linguistic ethnographic approach using a team of ethnographers. Data was collected for 20 weeks by four researchers and consists of fieldnotes, interviews and audio recordings of classroom interactions. We consider the importance of ambiguity and certainty in students’ conceptualisation of themselves around ethnicity and linguistic diversity and look at the institutional role complementary schools play in the production of these and successful learner identities. We explore how complementary schools privilege and encourage these particular identity positionings in their endorsement of flexible bilingualism. Overall, we argue that complementary schools allowed the children a safe haven for exploring ethnic and linguistic identities while producing opportunities for performing successful learner identity. Published (publisher's copy) Peer Reviewed
Institute of Agriculture and Animal Sciences (IAAS), Rampur, Chitwan, Nepal
ABSTRACT
The study examined gender roles in access to, and control over, household resources in three culturally
distinct ethnic groups of rural Nepal. Gender analysis using Harvard Analytical Framework and face-toface
interviews with one male and one female member from each of the 123 households were conducted.
The results indicated that men dominated in all aspects of household resources in all the ethnic groups
(Brahmin/Chhetri, Gurung, and Tharu). The Gurung women fared relatively better compared to women in
other two ethnic groups. This could be due to prolonged absence of male household members among
Gurung households. The responses from female household members were mostly in conformity with
those obtained from male members. Furthermore, findings from the gender analysis were consistent with
household survey results conducted by 1998. The validation of findings using both methods suggests that
the results are reliable and can be used for policy formulation for rural development.
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G. Ingle. The Chronicle of Higher Education, 53 (6):
B25(09/29 2006)Discusses common practices that can impede efforts to recruit and hire a diverse workforce..
C. Burack, and S. Franks. NWSA Journal, 16 (1):
79-95(2004)Provides practical suggestions for fostering diversity in engineering and for countering resistance to such efforts..