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Third-generation British-Bangladeshis from east London: complex identities and a culturally responsive pedagogy

Hoque, Aminul. 2017. Third-generation British-Bangladeshis from east London: complex identities and a culturally responsive pedagogy. British Journal of Sociology of Education, pp. 1-15. ISSN 0142-5692 [Article]

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Abstract or Description

This article examines the lives and multifaceted identities of a group of young Bangladeshis from east London. Qualitative research – involving predominantly group and in-depth one-to-one interviews – was undertaken with 16 young Bangladeshis aged 15–19. Two key findings emerge from this research. Firstly, the knotty and fluid concept of identity is important to these young people as their narratives demonstrate that they are negotiating meanings of what it means to be a British-born Bangladeshi Muslim. Secondly, through a detailed examination of two aspects of their multifaceted identity – the mother tongue and the hijab – this article argues that their identity problematic poses important questions for educational spaces. One of the key conclusions of this article is that by embracing a culturally responsive model of education and exploring – however difficult and ethically challenging it may be – our pupils’ cultural, linguistic, ethnic and religious identities within the curriculum can be meaningful and ultimately educational.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/01425692.2017.1406335

Keywords:

Bangladeshi, culturally responsive education, hijab, identity, Islamophobia, Muslim

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
6 November 2017Accepted
30 November 2017Published

Item ID:

22575

Date Deposited:

18 Dec 2017 10:17

Last Modified:

18 Dec 2017 10:17

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/22575

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