Home and Belonging in an Ethno-Nationalist Society

2020 ◽  
pp. 126-153
Author(s):  
Gracia Liu-Farrer
Keyword(s):  
Social Relationships ◽  
Intimate Relationships ◽  
Sense Of Belonging ◽  
Social Inclusion ◽  
Japanese Society ◽  
Cultural Backgrounds ◽  
Master Narratives ◽  
Emotional Geography ◽  
Migration Experiences ◽  
Perceived Relationships

This chapter explores how cultural backgrounds, migration experiences, socioeconomic circumstances, and social relationships as well as master narratives of nationhood and concepts of personhood affect immigrants' conception of home and belonging, perceived relationships with Japan, and future mobility intentions. While Japan has become home to some, others either attach their belonging to their homeland or gravitate toward a more localized and deplaced narrative of belonging. Intimate relationships, degrees of acculturation, metacultural narratives, and racial and ethnic characteristics affect immigrants' emotional geography, especially their ability to foster a sense of belonging in Japan. These mechanisms are obviously not mutually exclusive. Rather, they sometimes overlap, and other times are mutually causal. For example, the degree of acculturation has a lot to do with how much immigrants can begin to have meaningful social relationships with Japanese society. Race may also shape patterns of social inclusion. These conditions shape not only where one feels one belongs but also whether a sense of belonging can be fostered.

scholarly journals Developing relationality and student belonging: The need for building cosmopolitan engagement in undergraduate communities

2018 ◽  
Author(s):  
Jan Bamford ◽  
Lucie Pollard
Keyword(s):  
Higher Education ◽  
Ethnic Groups ◽  
Sense Of Belonging ◽  
Cultural Difference ◽  
Communication Patterns ◽  
Cultural Backgrounds ◽  
Circle Of Friends ◽  
Student Belonging ◽  
Different Cultures ◽  
The Impact

This paper addresses evidence that developing a sense of belonging for students from different ethnic groups impacts on their engagement. It notes previous findings that in universities habits of coexistence may present barriers to the development of relationships and the sense of student belonging. The paper proposes that cosmopolitan engagement offers a frame for considering the experience of cultural difference in the classroom. It stresses the importance of relationality and communication. The research, involving students undertaking business and science programmes in two culturally similar universities, has sought to develop a better understanding of how students in London engage with higher education, with their learning and with cultural others, and the impact on their learning of differing communication patterns. The study finds that students often feel distant from their tutors and afraid to ask for further explanation. Instead, they rely on a circle of friends to provide support and clarification. Students have identified the development of agency through engaging with others from different cultures. Engagement in practical collective tasks such as forensic lab work seems to have the potential to encourage communication across cultures, but observation have suggested that students tend to self-segregate. The article concludes that there cannot be a presumption of cosmopolitan engagement. Rather universities need to develop strategies for improving communication between students and staff and between students of different cultural backgrounds.

scholarly journals Osallisena yhteisessä arjessa

2020 ◽  
pp. 115-136
Author(s):  
Minna Intke Hernández
Keyword(s):  
Everyday Life ◽  
Social Relationships ◽  
Sense Of Belonging ◽  
Language Use ◽  
Language Socialization ◽  
Ethnographic Study ◽  
Local Language ◽  
Linguistic Support ◽  
Nexus Analysis ◽  
Central Tool

This paper studies what migrant mothers in Finland say about their social relationships, language use and sense of belonging. The main focus of my study is on the mothers’ stories and the factors that they consider relevant for their socialization into the local language and sense of belonging. This longitudinal ethnographic study (2012–2018) explores the case of eleven migrant mothers. The data is analyzed applying nexus analysis (Scollon & Scollon 2004). The study focuses on language socialization and languaging. In everyday contexts, language is understood as a target and it is also used as a central tool in action. The results indicate that multilingual contexts in everyday life are relevant for constructing the sense of belonging since they offer possibility to give and receive social and linguistic support.

scholarly journals Two Linguas Francas? Social Inclusion through English and Esperanto

2021 ◽  
Vol 9 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Federico Gobbo ◽  
László Marácz
Keyword(s):  
Sense Of Belonging ◽  
Social Inclusion ◽  
Technological Factor ◽  
Human Beings ◽  
Digital Object ◽  
Animal Virus ◽  
Linguistic Justice ◽  
High Propensity ◽  
Transnational Communication ◽  
Linguistic Dimension

New forms of mobility presuppose a technological factor that frames it as ‘topological proximity,’ regardless of the nature of the mobile agent (human being, robot ware, animal, virus, digital object). The appeal of the so-called linguas francas is especially evident in human beings showing high propensity to move, i.e., motility. They are usually associated with transnational communication in multilingual settings, linguistic justice, and globalization. Paradoxically, such global languages foster mobility, but, at the same time, they may hinder social inclusion in the hosting society, especially for people in mobility. The article compares English as a lingua franca and Esperanto in the European context, putting together the linguistic hierarchy of transnational communication (Gobbo, 2015) and the notion of linguistic unease, used to assess sociolinguistic justice (Iannàccaro, Gobbo, & Dell’Aquila, 2018). The analysis shows that the sense of belonging of their respective speakers influences social inclusion in different ways. More in general, the article frames the linguistic dimension of social inclusion in terms of linguistic ease, proposing a scale suitable for the analysis of European contexts.

scholarly journals IDENTITY CRISIS AND ASSIMILATION PROBLEMS AMONG SYRIAN REFUGEE WOMEN RESIDING OUTSIDE REFUGEE CAMPS IN JORDAN

2019 ◽  
Vol 10 (4.1) ◽  
pp. 44-64
Author(s):  
Sahar Al-Shar ◽  
Muhammad Al-Tarawneh
Keyword(s):  
Cultural Differences ◽  
Social Relationships ◽  
Sense Of Belonging ◽  
Identity Crisis ◽  
Host Community ◽  
Refugee Camps ◽  
Cultural Assimilation ◽  
Structured Interviews ◽  
Refugee Women ◽  
Syrian Refugee

This article describes and analyzes the main problematic issues of social and cultural assimilation encountered by Syrian refugee women in Jordan who are not living in refugee camps, and the reasons for the identity crisis that these women experience. The data that provide this information were collected by means of semi-structured interviews from a sample of 50 of these women. The results show that most of the Syrian refugee women living outside the camps suffered from hardships that interfered with their social and cultural assimilation. There were few formal social relationships between refugee women and others in their milieu, and the refugees felt that there were distinct cultural differences in dialect, customs, and traditions between them and their Jordanian peers. The study shows that most of the participants were living in a state of social isolation resulting from identity crisis. It was difficult for them to develop a sense of belonging to the society of the country of asylum while being distracted both by day-to-day concerns and by their desire to return to their homeland. These factors limited their ability to develop good relations with the host community as a prelude to integration, assimilation, and social symmetry.

scholarly journals Exploring Embodied Place Attachment Through Co‐Creative Art Trajectories: The Case of Mount Murals

2021 ◽  
Vol 9 (4) ◽  
pp. 116-129
Author(s):  
Ruth Segers ◽  
Karin Hannes ◽  
Ann Heylighen ◽  
Pieter Van den Broeck
Keyword(s):  
Social Relationships ◽  
Sense Of Belonging ◽  
Place Attachment ◽  
Local Authority ◽  
Essential Element ◽  
Living Environment ◽  
Everyday Objects ◽  
Creative Art ◽  
Local Residents ◽  
Creative Products

The built and living environment in the Flemish region in Belgium is evolving noticeably. It is densifying at an ever‐faster pace and, along the way, becoming increasingly unfamiliar to its inhabitants. Many people face profound difficulties in autonomously and positively dealing with such drastic changes, causing their feeling of home to waver. Triggered by these challenges and supported by the local authority of a Flemish town, the experimental and co‐creative art project Mount Murals set out to stimulate new embodied interactions between and among local residents of various ages and backgrounds and with their built environment. These include remembering place‐related sentiments, being aware of body language that plays between participants while co‐creating and sensing an invigorating stimulus when seeing results. Awakening intrinsic appreciation in people for their own environment and associated social relationships stimulates an inclusive dealing with estranged relationships in space. Referring to the relational neuroscience principles attachment, co‐creating and co‐regulating as a modus of relational resonating, we explore how and under which conditions Mount Murals’ co‐creative art trajectory supports an evolving embodied place attachment, an essential element of the sense of belonging, in participants. By embedding assets inherent to art creation in action research and starting with meaningful everyday objects, Mount Murals carries forward an art expression that considers the co‐creation process and its co‐creative products as equally important.

scholarly journals Urban & Online: Social Media Use among Adolescents and Sense of Belonging to a Super-Diverse City

2019 ◽  
Vol 7 (2) ◽  
pp. 242-253 ◽  
Author(s):  
Anne K. Van Eldik ◽  
Julia Kneer ◽  
Jeroen Jansz
Keyword(s):  
Social Media ◽  
Sense Of Belonging ◽  
Self Esteem ◽  
Survey Study ◽  
Cultural Backgrounds ◽  
Urban Identity ◽  
Online Social Media ◽  
Social Media Engagement ◽  
Migrant Adolescents ◽  
Group Self

In a world of continuous migration, super-diverse cities consist of a multitude of migrants and non-migrants from a variety of cultural backgrounds. Yet one characteristic they all have in common is the place where they currently live. In addition, both groups are active users of social media, especially the young. Social media provide platforms to construct and negotiate one’s identity—particularly the identity related to where one lives: urban identity. This article presents the results of a survey study (N = 324) investigating the relationships between social media engagement and identity construction among migrant and non-migrant adolescents in the super-diverse city of Rotterdam, the Netherlands. It was found that urban identity was significantly higher for migrants than non-migrants. Certain aspects of social media engagement predicted urban identity in combination with social identity. Finally, social media engagement was found to be positively related to group self-esteem.

scholarly journals Afros, activism,and affinity: the politicization of black natural hair, racism and a sense of belonging in the Greater Toronto area

2021 ◽  
Author(s):  
Jasmine Homer
Keyword(s):  
Sense Of Belonging ◽  
Social Inclusion ◽  
Mixed Race ◽  
Black Hair ◽  
Dominant Group ◽  
Public And Private ◽  
Natural Hair ◽  
Greater Toronto Area ◽  
Negative Perceptions ◽  
Intergenerational Knowledge

This research study explores the natural hair textures of six Black/mixed-race women as a symbol of activism in the Greater Toronto Area (GTA), where natural Black hair continues to be discriminated against in public and private spheres. While all six women experienced racism in the GTA, intergenerational knowledge from family played a larger role in shaping their negative perceptions of their own hair, and how members of the dominant group may perceive their hair. Their experiences were assessed alongside their opinions on Canada’s well-known Multiculturalism Act (1982, c.24) which seeks to preserve and enhance multiculturalism. While all six women believe that cultural celebrations (e.g. Caribana, Taste of the Danforth, etc.) are a demonstration of The Act in play, they all find that The Act is ineffective in bridging the gap between ideology and practice, and therefore does not facilitate social inclusion between members of the dominant group and racialized ‘Others’. Key Words: Racism in Toronto; Natural Hair; Activism; Multiculturalism Act; Social Inclusion

scholarly journals Uneven Experiences: The Impact of Student-Faculty Interactions on International Students’ Sense of Belonging

2015 ◽  
Vol 5 (4) ◽  
pp. 353-367
Author(s):  
Chris R. Glass ◽  
Elizabeth Kociolek ◽  
Rachawan Wongtrirat ◽  
R. Jason Lynch ◽  
Summer Cong
Keyword(s):  
International Students ◽  
Sense Of Belonging ◽  
Social Inclusion ◽  
Financial Resources ◽  
Academic Preparedness ◽  
Faculty Interactions ◽  
Sources Of Variation ◽  
Goal Pursuits ◽  
The Impact

This study examines student-faculty interactions in which U.S. professors signal social inclusion or exclusion, facilitating–or inhibiting–international students’ academic goal pursuits. It compares narratives of 40 international students from four purposefully sampled subgroups – academic preparedness (low, high) and financial resources (low, high). Overall, international students’ interactions with professors were marked by joy, trust, anticipation, and surprise. Nonetheless, the narratives exhibit two significant sources of variation: narratives from the low financial resources, high academic preparedness subgroup reflected widely-varied experiences interacting with professors, and narratives from the low financial, low academic preparedness subgroup lacked any descriptions of positive student-faculty interactions.

Sociale inclusie en ASS in het voortgezet onderwijs: wat is er nodig?

2021 ◽  
Vol 20 (3) ◽  
Author(s):  
Carolien Rieffe ◽  
Salima Kamp ◽  
Justine Pentinga ◽  
Mia Becker ◽  
Lisa van Klaveren ◽  
...  
Keyword(s):  
Sense Of Belonging ◽  
Social Inclusion ◽  
School Principals ◽  
Central Question ◽  
Literature Research ◽  
Education Experience ◽  
Students With Autism ◽  
Education Act ◽  
Appropriate Education ◽  
Crowded Environments

Since the introduction of the Appropriate Education Act, attempts have been made to include pupils with special needs in mainstream secondary education, including pupils with autism. Statistics show that this was only partially successful. This may be partly explained by the fact that the main focus of the involved professionals (school principals, teachers) to date seems to have been mainly on the educational needs of these pupils and less on students’ sense of belonging, i.e. going to school with the feeling to be part of something, a group or community. The central question in this qualitative research is to what extent young people with autism within mainstream education experience this sense of belonging and what is needed for this. This has been investigated by means of literature research and focus groups with (former) students with autism. The first preliminary results show that students with autism indicate that they have little contact with their fellow students, which is complicated by a too busy environment (too many students, too few seats, too many stimuli). All this leads to overstimulation, fatigue, and can cause so much stress that it takes very little to completely skip school that day. In short, the most important recommendation is to create more calm and less crowded environments in schools. We conclude that social inclusion of pupils with autism in mainstream schools is essential for the success of the Appropriate Education Act but it does not come naturally: it requires active policies from schools. The project described in this article is part of a larger project in which we try to develop concrete recommendations for this purpose.

Promoting Social Connections Across Environments for Students With Severe Disabilities

2017 ◽  
Vol 41 (3) ◽  
pp. 190-195
Author(s):  
John M. Schaefer ◽  
Helen Cannella-Malone ◽  
Matthew E. Brock
Keyword(s):  
High School Students ◽  
Social Relationships ◽  
Social Inclusion ◽  
Severe Disabilities ◽  
Intervention Strategies ◽  
Social Connections ◽  
School Students ◽  
The Social ◽  
Students With Severe Disabilities

Building and maintaining positive social relationships is important to every young adult’s quality of life. However, supporting the social inclusion of middle and high school students with severe disabilities can be extremely challenging. Moreover, promoting social inclusion in one classroom may have little impact on social outcomes in other classrooms, in the hallway, in the lunchroom, or out in the community. This article provides a practical framework for how professionals and peers can partner to support the social inclusion of students with severe disabilities across environments. In addition, easily accessible descriptions of research-based assessment and intervention strategies along with references to other tools and practitioners’ guides are included.

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