Ethnic Identity, Memory, and Sites of Violence

Author(s):  
Craig Larkin

The Arab uprisings may have contributed to a newly “sectarianized” Middle East, yet more broadly this must be recognized as part of resurgent identity politics in which state exclusion, repression, and violence occur across ethnic, religious, and political divides. The mobilization of ethnic identities—the creation of distinct collectivities based on narratives of common descent—is as evident in nationalist diatribes throughout the region as it is in minority rights campaigns for equality or cultural autonomy. Ethnic identity formation requires both mnemonic discourses and specific sites in which social memories, imaginaries, and practices can be embedded and collectively performed. This chapter examines how geographies of violence—sites of historic trauma, loss, and displacement—are reappropriated through commemorative practice and martyr memorialization, which help shape contemporary ethnic narratives of identity and resistance. From Kurds in Irbil to Copts in Egypt to Palestinians inside Israel, each community attests to spatial exclusion and violence and finds ways of inhabiting and reimaging past trauma, to shape historical narratives and contemporary political expediencies. This chapter explores some of the key scholarship around this theme before examining the growing proliferation of martyr museums in the region.

2016 ◽  
Vol 16 (3-4) ◽  
pp. 245-266 ◽  
Author(s):  
Maria M. Arredondo ◽  
Melanie Rosado ◽  
Teresa Satterfield

Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.


2011 ◽  
pp. 860-870
Author(s):  
Lisa Kiang ◽  
Oscar A. Baldelomar

2020 ◽  
Vol 11 (150) ◽  
pp. 513-515
Author(s):  
O.B. ISTOMINA ◽  
◽  
N.N. SHTYKOV ◽  
E.O. TOMSKIKH ◽  
◽  
...  

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