Because of the changing structure of the education institution in Britain as well as the failure of several schools to sufficiently and fairly train or educate marginalised ethnic groups, such as the Somalis, an emphasis on issues of ethnic identity has emerged in relation to curriculum …
Because of the changing structure of the education institution in Britain as well as the failure of several schools to sufficiently and fairly train or educate marginalised ethnic groups, such as the Somalis, an emphasis on issues of ethnic identity has emerged in relation to curriculum (Rutter, 2003, 29). Motivating a great deal of ethnic identity literature is frequently inherent and at times clear assumption that exposing students from disenfranchised ethnic groups to academic discussions of their own culture improves their mental and emotional security (Desforges, 2003, 42). Hence, the purpose of this study is to find out the current perceptions of Somali students in Britain of their own ethnic identity in order to ascertain the ‘best practices’ that may be applied to diversity management in the British education institution. 1.2. The researcher is confident that this study will provide an opportunity that would encourage critical reflection in Somali students of their ethnic identity. This study hopes to raise issues of group belongingness, conflict with the mainstream group, and individual identity. Certainly, the researcher views this subject matter as one valuable response to counteracting the failure of the British education institution to adequately and justly educate Somali students. ...
r acknowledges that ethnicity is just one level of ethnic identity of students and that a variety of other variables influence how students understand their history and sense of group belongingness. 1.4. The potential users of this research are education practitioners such as school administrators and teachers. Understanding of the phases of ethnic identity development can aid teachers in correctly interpreting their students’ responses when they experience culturally or ethnically charged problems. And most importantly, Somali students as well as their families can use this research to understand their current situation in Britain and the possible means of dealing with issues of ethnic identity. 1.5. This study will try to answer the following research questions: 1. How do Somali students in Britain perceive their ethnic identity today in terms of their: a. relationship with their teachers; b. their socialisation experiences in school; c. their experiences with instructional practices and classroom curriculum. 2. Literature Review 2.1. Introduction London has the biggest Somali population at present. Somalis, in 2002, were reported as the biggest immigrant groups in London schools (Rutter, 2006, 177). Settlement patterns in the UK are influenced by ethnic identity. That ethnic identity establishes settlement patterns in UK schools possibly will have distinct groups of Somali children, with different experiences (Kassem, Mufti & Robinson, 2006, 91). A UK-born Somali child, for instance, will have distinct experiences from a child who immigrated from Mogadishu (Rutter, 2006, 177). Clan membership in the UK is less significant among migrant groups before 1988 but it remains extremely significant among new immigrants (ibid, p. 177-178). Memories of violence and ...
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This study will specifically unravel narrations sourced from rational and emotive inferences among carefully chosen respondents, taking into account their experiences, reflection, feelings and understanding of their realities impacting to their very person as Somali enjoying asylum and are slowly integrated in Britain nation.
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