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The Socialization and Education of Pakistani Teenage Girls in London

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The Socialization and Education of Pakistani Teenage Girls in London THE SOCIALIZATION AND EDUCATION OF PAKISTANI TEENAGE GIRLS IN LONDON by 3YEA EASHID Thesis presented for the degree of M.Phil. School of Oriental and African Studies June 1981 ProQuest Number: 10672764 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10672764 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 2 A3STRACT This thesis attempts to discover and explain the processes generating the ’cultural synthesis’ that appears to be characterising the ideas and behaviour of Pakistani teenage girls in London - a synthesis that is a blend of traditional Pakistani ideas and modern British ones. It is suggested that the processes of learning i.e. socialization and education, produce this cultural synthesis.. Chapter One sets out the problem and advances four propositions which might be employed to analyse and resolve it. The dialectical nature of the relationships between ideas and behaviour and between education and socialization is examined. Chapters Two, Three and Four deal with the ethnography. Chapter Two describes the fieldwork, the universe of study and the social background, migration and settlement patterns of adult ’first-generation1 Pakistanis in London. Chapter Three describes the behaviour of teenage girls in South London, their relationships with parents, kin and peers, and the genesis and resolution of intergenerational conflict. Chapter Four describes the girls' ideas and values and examines the importance of concepts of ethnicity and identity. Chapter Five analyses the ethnographic data within the context of the theoretical framework and its four central propositions as advanced in Chapter One. 3 ACKNOWLEDGEMENTS My first thanks must go to my parents who encouraged and financially supported me during this research. I am grateful to the School of Oriental and African Studies (where I have studied as both undergraduate and postgraduate) for providing a bursary which helped finance the research. Thanks are also due to the staff of the Department of Anthropology almost all of whom tutored or advised me at one time or another. A very special debt is owed to Professor Adrian Mayer without whose diligent and thorough supervision this thesis would not have been completed. A number of academics and researchers provided very real help both prior to and during the fieldwork. Gratitude is due to the Social Science Research Council/Research Unit on Ethnic Relations under the direction o f ' Dr. Sandra Wallman. The Unit allowed me access to their working seminars and provided me with much unpublished source material. In this regard, especial thanks go to Dr. Verity Saifullah Khan, whose encouragement and enthusiasm are greatly appreciated. Dr. Roger Ballard and Catherine Ballard played host to me in Leeds and I am very grateful to them for their advice and comments as well as for providing me with much of their own unpublished material. Shan Nichols of the Runnymede Trust is now a close friend for her dedication in supplying me with relevant information. The people who helped me during the fieldwork cannot be thanked by name as this may lead to a breach in confidentiality. For their vital contribution in providing me with informant-contacts, I am indebted to the Language Tuition Unit of a local Adult Education Centre in South London. The co-operation of the staff at 'Springvale* school and especially the dedicated assistance of the Head of the Sixth Year is k a testament to their commitment to a multi-cultural community. I am doubly grateful to them for that commitment. Finally, I reserve my overwhelming gratitude for my Pakistani informants. They showed me hospitality, confidence and trust. I hope this research may repay that in some degree by providing a better understanding of their situation. 5 TABLE OF CONTENTS P* Tables and Figures 7 CHAPTER ONE: LEARNING AND SOCIAL CHANGE: THE RELATIONSHIP q BETWEEN IDEAS AND ACTION 0 1. Ideas and Behaviour 9 Proposition 1 9 The Structural-Functionalists 10 The Structuralists 18 The Conscious Model 22 2. Socialization and Education ' 26 Proposition 2 27 Toward a Working Definition of Socialization and Education 28 1. The 'Cultural' Orientation 29 2. The 'Behavioural’ Orientation 32 3. Mechanisms and Techniques of Socialization and Education 35 A. Socialization 36 B. Education b2 3. The Impact of 'Western' Schooling on 'Traditional' Culture 50 Proposition 3 50 Proposition ^ 5^ k. An Analytical Model of Socialization and Education 55 CHAPTER W O : THE ETHNOGRAPHIC BACKGROUND: TRADITION, MIGRATION AND ADAPTATION 53 Fieldwork in South London 58 The Background, Migration and Settlement of Pakistanis in London 62 1. The Pakistani Background 65 2. Migration 79 3* Settlement and adaptation 81 CHAPTER THREE: THE ACTIVITIES OF TEENAGE GIRIS: HOME AND SCHOOL 88 Arenas of Social Interaction 88 The Domestic Arena 89 The Public Arena 118 CHAPTER FOUR: THE IDEAS OF TEENAGE GIRIS: ETHNICITY AND IDENTITY 135 Publicly Stated and Privately Held Beliefs 135 Marriage, Education and Career 136 Religion, Morality and Personal Freedom iVf 6 CHAPTER FOUR (continued) p. Identity and the 'Between-Two-Cultures' Phenomenon 1^9 Surveys of Asian Youth "158 CHAPTER FIVE : ANALYSIS 163 Proposition 1 163 Proposition 2 169 Proposition 3 180 Proposition k 181 Appendix 1. Glossary of Vernacular Words and Phrases l8*f Appendix 2. 'Springvale' School - Survey of Asian Students Questionnaire 186 References 187 7 LIST OF TABLES p. Table 1 Occupations of Men 8? Table 2 Occupations of Women 83 Table 3 Girls’ Age on Arrival in Britain 86 Table 4a Size and Composition of Households Table *f3 Position of Girls in Relation to Siblings 91 LIST OF FIGURES Fig. 1 Techniques of Education ^3 Fig. 2 A Model of Socialization and Education 57 Fig. 3 The Perception of Blraderi 70 Fig. k Varieties of Conscious Models 168 CHAPTER ONE LEARNING AND SOCIAL CHANGE: THE RELATIONSHIP BETWEEN IDEAS AND ACTION Researchers working on South Asian Youth in Britain have reported the emergence of a ’synthetic’ culture characterising the lives of their informants, an intermingling of traditional South Asian values and modern British ones. Ballard (1979*128), for example, comments: The notion that young Asians are likely to 'suffer from culture conflict’ is a gross over-simplification of a wide range of complex personal experiences. It assumes a straightforward clash, a tug of war, between East and West, traditional and modern, rural and urban, repression and freedom, resulting in an unbridgeable gulf between the generations. In reality, young Asians are not faced with an either/or situation. They have difficult dilemmas to resolve and in resolving them they work towards their own synthesis of Asian and British values. Brah (1978, 206) reaches a similar conclusion in her report on Asian youth in Southall: The data suggest continuity as well as change in their emerging belief system. While the influence of the value systems derived from the country of origin remain significant, there is at the same time evidence of incipient trends which suggest the emergence of new patterns of social interaction and changing norms, Khan (1972, 12) suggests that South Asian youth are re-defining their cultural values: They are reformulating the traditional, as presented by their parents’ generation, to adjust to their new environment, and they are increasingly demonstrating that they do not want to be culturally ’integrated’ in terms laid down by the majority. Whilst there is an increasing wealth of information from both academic and non-academic sources on the form that this emerging cultural synthesis is taking and its practical application in individual and group encounters, there is little or no detailed anthropological analysis on the processes generating this form, beyond the statement that it arises from the individual experiences of Asian youth. The problem, then, that this thesis seeks to resolve is, what are the processes generating the ’synthetic culture' that appears to be characterising the lives of Pakistani teenage girls in South London? Brah (op.cit.) notes that 'change' in the lives of Asian youth is "apparent more strongly at the level of belief than professed practice". Pakistani teenage girls in London also exhibit a strong disjunction between their ideas and their behaviour and this will be fully described in a later chapter. However, what is important here is that this disjunction does not appear to be causing major social disorder or familial disharmony. Rather it appears to be producing the kind of socio-cultural 'change-within- continuity' so typical of modern South Asian society, indeed if not of all rapidly changing 'traditional' societies." Four propositions are suggested to explain why this should be so, and this chapter examines each in turn with a view to establishing a theoretical framework for the analysis of the empirical data presented in subsequent chapters - a framework which seeks to explain the processes which generate socio-cultural change and continuity in the lives of 'young people' in situations of culture-contact. 1. Ideas and Behaviour Proposition 1. Disjunctions between ideas and behaviour are not symptomatic of impending social disorder or anarchy, but are existential to all human societies. The ’natural state' of society is characterised by a trend toward imbalance and movement rather than toward equilibrium and stability. People 'manage' disjunctions by distinguishing between what they believe they ought to be doing ('ideological conscious model') and what they believe they are doing (’immediate conscious model').
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