Learning contexts of the others
Identity building processes in southern Europe
DOI:
https://doi.org/10.3384/rela.2000-7426.rela0033Abstract
The frontier between the south of Spain and Portugal is established by the river Guadiana. Lying next to the sea, the cities of Ayamonte (Spain) and Vila Real de Santo António (Portugal) face each other on opposite banks of the river. The research that feeds into this paper is focused on these two cities. We study specifically how identity is built in this cross-border area. To do this, in a first phase of this study we organized eight focus group interviews. In the second phase of this research we conducted biographical interviews to deepen some of the analytic categories we were dealing with.
_x000D_
_x000D_
These results lead us to state that the territory, and the views that people hold on this territory, are still very important in identity building. This includes both culture and identity as strategic elements in the construction of both development and educational processes. Additionally, one has to ask where people learn the elements that determine these processes. The images of ourselves and the images of the other – that make up stereotypes of both the Spanish and the Portuguese – are built in what kind of contexts and through what types of educational processes? We will try to answer these questions
Metrics
References
Anderson, B. (2006). Imagined Communities: Reflections on the Origin and Spread of Nationalism (revised edition). London: Verso.
Bhimji, F. (2008). Cosmopolitan belonging and diaspora: second-generation British Muslim women travelling to South Asia. Citizenship Studies, 12(4), 413-427.doi:10.1080/13621020802184259
Bodenhausen, G. V. (2010). Diversity in the person, diversity in the group: Challenges of identity complexity for social perception and social interaction. European Journal of Social Psychology, 40(1), 1-16.
Brettell, C. B. & Nibbs, F. (2009). Lived hybridity: Second-generation identity construction through college festival. Identities: Global Studies in Culture and Power, 16(6), 678-699. doi: 10.1080/10702890903307142
Brewer, J. & Hunter, A. (1989). Multimethod research. A synthesis of styles. California: Sage.
Brògueira Dias, E. & Fernandes Alves, J. (2010). Ports, policies and interventions in ports in Portugal - 20th Century. Cahiers de la Méditerranée, 80. Retrieved December 15, 2010, from http://cdlm.revues.org/index5162.html
Bryman, A. (1995). Quantity and quality in social research. New York: Routledge.
Butcher, M. (2008). FOB Boys, VCs and Habibs: Using Language to Navigate Difference and Belonging in Culturally Diverse Sydney. Journal of Ethnic and Migration Studies, 34(3), 371-387. doi: 10.1080/13691830701880202
Cara, O. (2010). Lives on the border: Language and culture in the lives of ethnic Russian women in Baltinava, Latvia.Nationalities Papers, 38(1), 123-142. doi: 10.1080/00905990903394474
Dewey, J. (1938). Experience and Education. New York: Kappa Delta Pi Publications.
Epson (2007). Cross-border cooperation - cross-thematic study of INTERREG and ESPON activities. Luxembourg: European Union.
Esser, H. (2009). Pluralisierung oder Assimilation? Effekte der multiplen Inklusion auf die Integration von Migranten. Zeitschrift fur Soziologie, 38(5), 358-378.
Garland, J. & Chakraborti, N. (2006). ’Race’, space and place: Examining identity and cultures of exclusion in rural England. Ethnicities, 6(2), 159-177. doi: 10.1177/1468796806063750
Gaudet, S. & Clément, R. (2005). Identity Maintenance and Loss: Concurrent Processes among the Fransaskois. Canadian Journal of Behavioural Science, 37(2), 110-122. doi: 10.1037/h0087249
Gelpi, E. (1989). Educación experiencial: hoy y mañana. In AAVV. La Educación Permanente. Perspectivas a nivel nacional e internacional (pp. 17-22). Gijón: UNED.
Gualda, E., Lucio-Villegas, E., Fragoso, A., Figueira, E., Gualda, J. M., Barrera, N., Almeida, M. L., Ramalho, V. & Maya, I. (2008). Realidad Social en Andalucía, Algarve y Alentejo. Huelva: Universidad de Huelva.
Hill, R. (2010). Critical Indigenism and Adult Learning and Education. In P. Gandy, S. Tieszen, C. Taylor-Hunt, D. Flowers & V. Sheared (Eds.), Adult Education, the next 50 years: our future continues through an investment in Research (pp. 184-189). Sacramento, CA: Sacramento State University.
Jackson, K. F. (2009). Building cultural competence: A systematic evaluation of the effectiveness of culturally sensitive interventions with ethnic minority youth. Children and Youth Services Review, 31(11), 1192-1198. doi: 10.1016/j.childyouth.2009.08.001
Lam, V. & Smith, G. (2009). African and caribbean adolescents in Britain: Ethnic identity and Britishness. Ethnic and Racial Studies, 32(7), 1248-1270. doi: 10.1080/01419870802298421
Lubbers, M. J., Molina, J. L. & McCarty, C. (2007). Personal Networks and Ethnic Identifications. International Sociology, 22(6), 721-741. doi: 10.1177/0268580907082255
Morén, R. (2005). Lugar, identidad territorial e inmigración extranjera en áreas rurales y pequeñas ciudades de España. Un estudio cualitativo exploratorio. Madrid: Ministerio de Trabajo y Asuntos Sociales (MTAS). Retrieved July 8, 2009 from http://extranjeros.mtas.es/es/general/ inmigracion_lugares.pdf
Moreno, M. (2008). Lessons of Belonging and Citizenship among Hijas/os de Inmigrantes Mexicanos. Social Justice, 35(1), 50-75.
Morgan, D. L. (2001). Focus Group Interviewing. In F. Jaber & J. Holstein (Eds.), Handbook of Interview Research (pp. 141-159). Thousand Oaks: Sage Publications.
Murtuja, B. (2006). The bubble of diaspora: Perpetuating ‘us’ through sacred ideals. Critical Studies, 28, 293-311.
Newby, C. & Dowling, J. (2007). Black and Hispanic: The Racial Identification of Afro-Cuban Immigrants in the Southwest. Sociological Perspectives, 50(3), 343-366. doi: 10.1525/sop.2007.50.3.343
Pourtois, J. P. & Desmet, H. (1992). Epistemología e instrumentación en ciencias humanas. Barcelona: Herder.
Ricucci, R. (2005). Immigrant Minor Generation ‘1.5’: Identity Strategies and Paths of Integration in the Areas of Family and Leisure Time. Polis, 19(2), 233-261.
Rodríguez García, D. (2006). Mixed Marriages and Transnational Families in the Intercultural Context: A Case Study of African-Spanish Couples in Catalonia. Journal of Ethnic and Migration Studies, 32(3), 403-433. doi: 10.1080/13691830600555186
Sassenberg, K. & Matschke, C. (2010). The impact of exchange programs on the integration of the hostgroup into the self-concept.European Journal of Social Psychology, 40(1), 148-159.
Schnapper, D. (1994). La communauté des citoyens: sur l’idée moderne de Nation. París: Gallimard.
The Parliament Magazine (2007) 249. Retrieved July 20, 2009 from http://www.e-pages.dk/dods/50/38
Tsai, J. H. (2006). Xenophobia, Ethnic Community, and Immigrant Youths’ Friendship Network Formation. Adolescence, 41(162), 285-298.
Tsolidis, G. & Pollard, V. (2009). Being a ‘wog’ in Melbourne - young people’s self-fashioning through discourses of racism. Discourse: Studies in the Cultural Politics of Education, 30(4), 427-442. doi: 10.1080/01596300903237206
Ueno, K. (2009). Same-race friendships and school attachment: Demonstrating the interaction between personal network and school composition. Sociological Forum, 24(3), 515-537. doi: 10.1111/j.1573-7861.2009.01118.x
Umana-Taylor, A. J., Bhanot, R. & Shin, N. (2006). Ethnic Identity Formation during Adolescence: The Critical Role of Families. Journal of Family Issues, 27(3), 390-414. doi: /10.1177/0192513X05282960
Vermeij, L., van Duijn, M. A. J. & Baerveldt, C. (2009). Ethnic segregation in context: Social discrimination among native Dutch pupils and their ethnic minority classmates. Social Networks, 31(4), 230-239. doi: 10.1016/j.socnet.2009.06.002
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2011 The author(s)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
As RELA is an open access journal, this means that anyone who can access the Internet can freely download and read the journal. There are no commercial interests for Linköping University Electronic Press or the European Society for Research on the Education of Adults (ESREA) in publishing the journal. There are no charges for publishing authors.
The core idea of open access is that copyright remains with the author(s). However, we publish with the agreement of the author that if she or he decides later to publish the article elsewhere, that the publisher will be notified, prior to any acceptance, that the article has already been published by RELA.
When publishing with RELA, it is with the agreement of the author that if they make their article available elsewhere on the internet (for example, on their own website or an institutional website), that they will do so by making a link to the article as published in RELA using the Digital Object Identifier (DOI) number of the article and acknowledge in the text of the site that the article has been previously published in RELA.
