By Tahir Abbas
This analyzes the explanations for differential academic functionality of South Asians, considering social type, ethnicity, capital (cultural, social and fiscal) and the results of colleges within the schooling of Bangladeshis, Indians and Pakistanis. This not easy and hard-hitting ebook severely informs the reader of the ways that various ethnic minority teams in attaining in schooling, and the way.
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This analyzes the explanations for differential academic functionality of South Asians, bearing in mind social type, ethnicity, capital (cultural, social and financial) and the consequences of faculties within the schooling of Bangladeshis, Indians and Pakistanis. This hard and hard-hitting booklet severely informs the reader of the ways that diverse ethnic minority teams in attaining in schooling, and the way.
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Additional info for The Education of British South Asians: Ethnicity, Capital and Class Structure
These groups are civically engaged, participate politically and become involved in interest groups in the orthodox ethnocentric sense. But for British South Asian Muslims (Bangladeshis and Pakistanis in the main), for example, relations with non-Muslim ethnic majorities are restricted because of segregation [as a function of both housing and employment] and alienation, as well as certain instances of rising Islamophobia and hostility towards Muslims in the post-September 11 climate, at the micro and macro levels.
Bridging (or ‘inclusive’) social capital refers to relations with distant friends, associates or colleagues. These ties tend to be weaker and diverse but important for ‘getting ahead’ (Granovetter, 1973). For South Asians, the ability to interact with other South Asians is impacted by ethnicity and social class. The effect is to strengthen the bond with one’s immediate ethnic and cultural group. There is much that brings South Asians together but an important bridging opportunity with the majority is lost (a) as a function of the group’s inability to trust, work and reciprocate with others largely because of alienation and (b) because of racial and religious discrimination.
The Liberal view believed the early socialisation periods of children were crucial to their educational achievement. The committee, nonetheless, was unable to capture aspects of both antiracist education and multicultural education. As a former member of the committee put it, ‘the terms of reference were not neutral . . [They were] . . informed by what I might call a social-democratic view of the nature and causes of the educational underachievement of ethnic minority children’ (Parekh, 1989, p.