DOCSLIB.ORG

An Ethnographic Study of Black Ugandan British Parents’ Experiences Of

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Ethnographic Study of Black Ugandan British Parents’ Experiences Of View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by London Met Repository An ethnographic study of Black Ugandan British parents’ experiences of supporting their children’s learning within their home environments Waliah Nalukwago Musoke A thesis submitted in partial fulfilment of the requirements of London Metropolitan University for the Degree of Doctor of Philosophy 2016 1 Acknowledgments I thank the participants in this study for their commitment, time and willingness to participate in this study given their backgrounds. I sincerely thank and express my gratitude to Professor Jocey Quinn and Professor Uvanney Maylor for their great support and understanding throughout this research. I highly appreciate their guidance, constructive feedback and encouragement at every stage of this research. I would like to express my appreciation to my family and my husband Sadiq Mukiibi who did not only exercise patience especially, during the writing process but who also understood the importance of exercising patience. This thesis is dedicated to my children, Solomon, Sheila, Mariam and Adam with a mission to inspire them to achieve or attain academic success. Finally, my heartfelt thanks go to my father Hassan Musoke and my mother Yudaaya Nakitto who believed in and valued education highly and who made great sacrifices to educate me in Uganda. 2 Abstract This ethnographic study explored how Black Ugandan British parents support their children’s learning in England. It is important to study this group because the parents in this study are Black migrants from Uganda and have an asylum seeking background, thus adding to our knowledge of asylum seeking and education. Moreover, little attention has been paid to this particular group before. The study comprises ten Black Ugandan British families with refugee and asylum-seeking backgrounds in two London boroughs. Adopting an ethnographic and an interpretive approach allowed me to explore how Black Ugandan British parents supported their children’s education over time through data collected via long-term interactions, observations and semi-structured interviews with the ten families in their natural home environment settings. I adopted Yosso’s concept of community cultural wealth to analyse data from my study and the data was theorised using Critical Race Theory. Through this theoretical framework, I challenge the traditional interpretations of cultural capital, particularly in relation to educational support or provision, by highlighting various and different forms of capital Black Ugandan British parents use to support their children’s learning, which are unknown. This thesis contributes to knowledge by highlighting the different nature of parental educational support, educational strategies and the underlying factors that inform Black Ugandan British parents’ nature of parental educational support and educational strategies. I argue that Black Ugandan British parents’ culturalistic approach towards their children’s education within their homes and communities and additionally, the contribution they make towards their children’s learning are unrecognised in English schools and English education policy. Further, this thesis highlights class complexities and contributes to debates on class. The study found that Black Ugandan British parents with middle class backgrounds from 3 Uganda, but positioned as working class parents in the UK, bring their Ugandan middle class backgrounds to supporting their children’s education in the UK, which calls for the need to understand Black Ugandan British parents’ middle class backgrounds and the influence they have on their ways of supporting their children’s education. My study shows that Black Ugandan British parents’ cultural, employment, educational and class backgrounds have a huge influence on how they support their children’s education. My study illuminates how class, ethnicity and culture shape Black British Ugandan children’s learning, and makes an original and important contribution to knowledge in this field. 4 Contents Chapter one: Setting the scene, research contextual overview and a review of the literature around migration/asylum seeking, parental support/engagement/involvement in children’s learning and literature concerning the attainment of Black children..................................................................................14 1.1 Introduction............................................................................................................14 1.2 Defining the terms ‘Black’, ‘achievement’ and ‘underachievement’, racism and institutional racism......................................................................................................15 1.2.1 Black.......................................................................................................................15 1.2.2 Achievement and underachievement.....................................................................16 1.2.3 Racism and institutional racism..............................................................................17 1.3 Rationale/why I carried out this research..............................................................17 1.3.1 The need to focus on researching Black Ugandan British parents and the role they play in supporting their children’s education..................................................................18 1.3.2 The academic attainment of Black African heritage children in England..............21 1.3.3 My background ......................................................................................................29 1.3.4 Deficit discourses that blame Black parents for the underachievement of Black children in England.........................................................................................................34 1.4 Literature Review................................................................................................36 1.4.1Migration/asylum seeking/refugee experience in England....................................36 1.4.2 Black migrant people and their subsequent employment experiences in the UK...................................................................................................................................49 5 1.5 Deficit discourse around migrant Black parents and their children’s education.......................................................................................................................52 1.5.1 Black parents’ perceived lack of interest in their children’s education/low value on education/low aspirations of their children’s education ................................................ 54 1.5.2 Language deficiency and educational attainment..................................................57 1.5.3 Cultural capital/Social capital............................................................................61 1.6 What we know about the educational attainment of Black children in England...........................................................................................................................66 1.6.1 Deprivation/ Social-economic status (SES)/Social class and education attainment.....................................................................................................................67 1.6.2 Racism in the English education system/Low teacher expectations of Black children’s education......................................................................................................73 1.6.3 Ethnicity and educational achievement, policy context.........................................81 1.7 Parental support/engagement/involvement in children’s learning/education...82 1.7.1 Parental support of, parental engagement and parental involvement in children’s learning definitions.......................................................................................................83 1.7.2 Social class and parental involvement................................................................87 1.7.3 Concerted cultivation/Accomplishment of Natural Growth.................................89 1.7.4 Black middle class and parental involvement in England..................................93 1.7.5 The concept of ‘funds of knowledge’.................................................................94 1.8 Children’s career aspirations...............................................................................97 1.9 How this study fills the gap in knowledge.............................................................98 1.9.1 Academic attainment of Black African children in England.................................98 6 1.9.2 Researching families in their home environments.............................................100 1.9.3 Parental support of children’s learning............................................................100 1.10 Thesis outline.....................................................................................................101 1.11 Summary..........................................................................................................104 Chapter Two: Methodology........................................................................................105 2.1 Introduction...........................................................................................................105 2.2 Ethnography justification.....................................................................................105 2.3 Sample.....................................................................................................................111
Load more

Recommended publications
  • Presents Children of Uganda Tuesday, April 25Th 10Am
    Presents Children of Uganda Tuesday, April 25th 10am and noon, Concert Hall Study Guides are also available on our website at www.fineartscenter.com - select Performances Plus! from Educational Programs, then select Resource room. The Fine Arts Center wishes to acknowledge MassMutual Financial Group for its important role in making these educational materials and programs available to the youth in our region. About this Guide The Children of Uganda 2006 Education Guide is intended to enhance the experience of students and teachers attending performances and activities integral to Children of Uganda’s 2006 national tour. This guide is not comprehensive. Please use the information here in conjunction with other materials that meet curricular standards of your local community in such subjects as history, geography, current af- fairs, arts & culture, etc. Unless otherwise credited, all photos reproduced in this guide © Vicky Leland. The Children of Uganda 2006 tour is supported, in part, with a generous grant from the Monua Janah Memorial Foundation, in memory of Ms. Monua Janah who was deeply touched by the Children of Uganda, and sought to help them, and children everywhere, in her life. © 2006 Uganda Children’s Charity Foundation. All rights reserved. Permissions to copy this Education Guide are granted only to presenters of Children of Uganda’s 2006 national tour. For other permissions and uses of this guide (in whole or in part), contact Uganda Children’s Charity Foundation PO Box 140963 Dallas TX 75214 Tel (214) 824-0661 [email protected] www.childrenofuganda.org 2| Children of Uganda Education Guide 2006 The Performance at a glance With pulsing rhythms, quicksilver movements, powerful drums, and bold songs of cele- bration and remembrance, Children of Uganda performs programs of East African music and dance with commanding skill and an awesome richness of human spirit.
    [Show full text]
  • The Qur'ân and Hadíth
    The Qur’ân And hAdíTh BY: ALLAMAH SAYYID SAEED AKHTAR RIZVI Printed and Published by: Bilal Muslim Mission of Tanzania P.O. Box 20033 Dar es Salaam Tanzania ISBN 9976 956 87 8 First Edition 1971 : 700 Copies Second Edition 1975 : 5,000 Copies Third Edition 1988 : 5,000 Copies Fourth (Revised) Edition 1994 The picture in yellow background on the cover is a section (verses 14:37-40) from a parchment of the Qur’ânic manuscript in Kufi script attributed to Imâm ‘Ali (a.s.) at the Astâna-e-Quds Library, Mashhad, Iran. CONTENTS Preface . .i Chapter One: REVELATION 1. Meaning of Wahyi & Ilhâm . 1 2. Modes of Revelation . .2 Inspiration . 2 From Behind a Curtain . .4 Through Angels . 5 3. Epilepsy & Revelation: A Christians’ Allegation Analyzed . .5 Chapter Two: PRE-ISLAMIC REVELATIONS 1. Some Previous Books . .11 2. The Torah History of Its Present Compilation . .12 Further Details about the Torah . 15 Old Testament: Contradictions & Absurdities . 16 3. The Injil Was it a Book? . 18 Who Wrote the “Gospels”? . .20 The Gospels: Not Trustworthy . .21 The New Testament: Misinterpretations . 23 4. The Qur’ân, Hadíth Qudsi & Hadíth . .26 Chapter Three: THE QUR’ÂN 1. The Preliminary Details The Revelation of the Qur’ân . .30 Name . .30 Sûrah & ‘Âyah . .32 Makki & Madani . 33 2. Writing & Collection of the Qur’ân . 34 Scribes . .35 Position of ‘Âyât . 35 Memorizing the Qur’ân . 35 A Set Arrangement . 36 3. Collection of the Qur’ân . .37 4. More About Authenticity . .39 Marginal References . 41 Letters and Vowels Counted . .42 5. The Qur’ân: A Miracle Performer .
    [Show full text]
  • Master Thesis)), International Institute of Social Studies, the Hague, Netherlands
    ‘I FEEL PROUD, HONORED AND VALUED’ - CHANGING TRENDS, EMPOWERING AND DISEMPOWERING ASPECTS OF BRIDE PRICE AMONG URBAN BASED BAGANDA OF CENTRAL UGANDA SARAH MUSUBIKA Master of Philosophy in Global Development Theory and Practice Specialization: Gender in Global Development Spring 2019 Faculty of Psychology Department of Health Promotion and Development ACKNOWLEDGEMENT All thanks to the almighty God for granting me wisdom and knowledge that enabled me write this thesis. His mercies are new every morning. My most profound gratitude goes to my supervisor Siri Lange for your valuable comments, suggestions and guidance all through from proposal writing to writing of the thesis. Working with you has been a pleasure and an honor. Thank you for trusting my academic abilities and respecting my opinions which gave me so much hope and confidence. Siri, you are the best supervisor I have ever had in my academic journey: thank you for always finding time to attend to me amidst your busy schedule. My sincere thanks also go to all lecturers at HEML who taught and guided me all through the two years of my master studies. Special thanks go to my course mates GLODE 2017 cohort for the support and constructive criticism and feedback during class presentation, group work and discussions. Your comments helped me improve not only academically, but also my interpersonal skills while in a multi-cultural environment: I learnt to appreciate and tolerate difference. Heartfelt gratitude goes to all participants in this study, without your willingness to share your experiences; this study would not have yielded. May God richly bless you.
    [Show full text]
  • Culture of Uganda
    Notes for the Teacher / Guide THE CULTURE OF UGANDA The aim of this project is to introduce the children in the UK to the culture and traditions of Traditions and culture an African country Uganda. Ugandan Dance The culture of Uganda is colourful, interesting and diverse. It is based on the traditions of the Songs of Uganda country, which go back centuries and are bound up Musical Instruments with religion and rituals. The traditions are handed down from generation to generation and Poetry each dance or song is imbued with meaning. Ceremonial dress Culture is important as it gives identity to a nation, and the people are true to their roots. UGANDAN DANCE “The various dances in Uganda come from the various different tribal cultural values as we have many different tribes with different cultures from our ancestors. There are particular dances for both girls and boys according to the different tribes. The children have music lessons and dance lessons, especially in preparation for particular functions, such as welcoming people. The children very much enjoy the Baganda dance known as the Kiganda dance. This involves singing, clapping hands, dancing to the cultural rhythm created by instruments such as drums and xylophones. The children put on a particular dress which demonstrates their culture. The traditional dancing originates from their ancestors who introduced and evolved these traditional dances to express their cultural tribal values. These traditional dances are also used by children to charity no 1098176 HUGS welcome people”. SONGS OF UGANDA “Songs are passed down through generations, from great grandparents and grandparents, to their children.
    [Show full text]
  • Zanzibar: Its History and Its People
    Zanzibar: its history and its people http://www.aluka.org/action/showMetadata?doi=10.5555/AL.CH.DOCUMENT.PUHC025 Use of the Aluka digital library is subject to Aluka’s Terms and Conditions, available at http://www.aluka.org/page/about/termsConditions.jsp. By using Aluka, you agree that you have read and will abide by the Terms and Conditions. Among other things, the Terms and Conditions provide that the content in the Aluka digital library is only for personal, non-commercial use by authorized users of Aluka in connection with research, scholarship, and education. The content in the Aluka digital library is subject to copyright, with the exception of certain governmental works and very old materials that may be in the public domain under applicable law. Permission must be sought from Aluka and/or the applicable copyright holder in connection with any duplication or distribution of these materials where required by applicable law. Aluka is a not-for-profit initiative dedicated to creating and preserving a digital archive of materials about and from the developing world. For more information about Aluka, please see http://www.aluka.org Zanzibar: its history and its people Author/Creator Ingrams, W.H. Publisher Frank Cass & Co., Ltd. Date 1967 Resource type Books Language English Subject Coverage (spatial) Northern Swahili Coast, Tanzania, United Republic of, Zanzibar Stone Town, Tanzania Source Princeton University Library 1855.991.49 Rights By kind permission of Leila Ingrams. Description Contents: Preface; Introductory; Zanzibar; The People; Historical; Early History and External Influences; Visitors from the Far East; The Rise and Fall of the Portuguese; Later History of the Native Tribes; History of Modern Zanzibar.
    [Show full text]
  • Culture and Customs of Kenya
    Culture and Customs of Kenya NEAL SOBANIA GREENWOOD PRESS Culture and Customs of Kenya Cities and towns of Kenya. Culture and Customs of Kenya 4 NEAL SOBANIA Culture and Customs of Africa Toyin Falola, Series Editor GREENWOOD PRESS Westport, Connecticut • London Library of Congress Cataloging-in-Publication Data Sobania, N. W. Culture and customs of Kenya / Neal Sobania. p. cm.––(Culture and customs of Africa, ISSN 1530–8367) Includes bibliographical references and index. ISBN 0–313–31486–1 (alk. paper) 1. Ethnology––Kenya. 2. Kenya––Social life and customs. I. Title. II. Series. GN659.K4 .S63 2003 305.8´0096762––dc21 2002035219 British Library Cataloging in Publication Data is available. Copyright © 2003 by Neal Sobania All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 2002035219 ISBN: 0–313–31486–1 ISSN: 1530–8367 First published in 2003 Greenwood Press, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.greenwood.com Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984). 10987654321 For Liz Contents Series Foreword ix Preface xi Acknowledgments xv Chronology xvii 1 Introduction 1 2 Religion and Worldview 33 3 Literature, Film, and Media 61 4 Art, Architecture, and Housing 85 5 Cuisine and Traditional Dress 113 6 Gender Roles, Marriage, and Family 135 7 Social Customs and Lifestyle 159 8 Music and Dance 187 Glossary 211 Bibliographic Essay 217 Index 227 Series Foreword AFRICA is a vast continent, the second largest, after Asia.
    [Show full text]
  • A Study of Ethnographic Collecting and Display
    Material Cultures of Imperialism in Eastern Africa, c.1870–1920: A Study of Ethnographic Collecting and Display Alison Bennett UCL PhD History 1 This thesis is submitted for the degree of PhD. I, Alison Bennett, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Abstract This dissertation examines the entangled relationship between ethnographic collecting and early British imperial expansion in present-day Uganda and neighbouring parts of Kenya. Between 1870 and 1920, thousands of objects from this region were accessioned by British museums and their colonial counterparts in eastern Africa. However, historians and curators alike know remarkably little about the contexts of their acquisition. Histories of the colonial period in Uganda and Kenya have rarely engaged with these crucial material sources, relying instead upon methodologies that privilege the textual and oral archive. Meanwhile in museum histories and displays, objects from eastern Africa are eclipsed by material culture from western Africa and Egypt. By combining close object analysis with archival and visual material, and by drawing on theoretical approaches to material culture from anthropology, this thesis reassembles the rich and complex histories of this important material archive for the first time. In doing so, it reveals the significant material underpinnings of both imperial and counter-imperial activity in the region. Focusing on a variety of different collectors ranging from colonial officials to missionaries, local leaders and museums, it shows that collecting was a pivotal tool for mediating different encounters, relationships, identities, and power structures within colonial society.
    [Show full text]
  • A History of Ethnicity in the Kingdom of Buganda Since 1884
    Peripheral Identities in an African State: A History of Ethnicity in the Kingdom of Buganda Since 1884 Aidan Stonehouse Submitted in accordance with the requirements for the degree of Ph.D The University of Leeds School of History September 2012 The candidate confirms that the work submitted is his own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. Acknowledgments First and foremost I would like to thank my supervisor Shane Doyle whose guidance and support have been integral to the completion of this project. I am extremely grateful for his invaluable insight and the hours spent reading and discussing the thesis. I am also indebted to Will Gould and many other members of the School of History who have ably assisted me throughout my time at the University of Leeds. Finally, I wish to thank the Arts and Humanities Research Council for the funding which enabled this research. I have also benefitted from the knowledge and assistance of a number of scholars. At Leeds, Nick Grant, and particularly Vincent Hiribarren whose enthusiasm and abilities with a map have enriched the text. In the wider Africanist community Christopher Prior, Rhiannon Stephens, and especially Kristopher Cote and Jon Earle have supported and encouraged me throughout the project. Kris and Jon, as well as Kisaka Robinson, Sebastian Albus, and Jens Diedrich also made Kampala an exciting and enjoyable place to be.
    [Show full text]
  • ECFG-Uganda-2020R.Pdf
    About this Guide This guide is designed to prepare you to deploy to culturally complex environments and achieve mission objectives. The fundamental information contained within will help you understand the cultural dimension of your assigned location and gain skills necessary for success. The guide consists of two parts: Part 1 introduces “Culture General,” the Uganda ECFG foundational knowledge you need to operate effectively in any global environment (Photos a courtesy of Pro Quest 2011). Part 2 presents “Culture Specific” Uganda, focusing on unique cultural features of Ugandan society and is designed to complement other pre- deployment training. It applies culture-general concepts to help increase your knowledge of your assigned deployment location. For further information, visit the Air Force Culture and Language Center (AFCLC) website at www.airuniversity.af.edu/AFCLC/ or contact AFCLC’s Region Team at [email protected]. Disclaimer: All text is the property of the AFCLC and may not be modified by a change in title, content, or labeling. It may be reproduced in its current format with the expressed permission of the AFCLC. All photography is provided as a courtesy of the US government, Wikimedia, and other sources as indicated. GENERAL CULTURE CULTURE PART 1 – CULTURE GENERAL What is Culture? Fundamental to all aspects of human existence, culture shapes the way humans view life and functions as a tool we use to adapt to our social and physical environments. A culture is the sum of all of the beliefs, values, behaviors, and symbols that have meaning for a society. All human beings have culture, and individuals within a culture share a general set of beliefs and values.
    [Show full text]
  • 1.1 Background 1. INTRODUCTION
    1. INTRODUCTION 1.1 Background Through my active involvement in Buganda’s music education over the last 12 years, I have familiarised myself with challenges on Uganda’s music education. I have noticed traditional music losing appeal to popular taste. European and American music have been assimilated and modified to suit native appetites. In addition, I have become aware of the demands inflicted upon music educators in trying to deliver music instruction in conditions with lack of funds, shortage of resources, inadequate instruction facilities, a shortage of adequate music educators and lack of a proper music curriculum. Modernisation and urbanisation have also influenced the music scene in Uganda to the extent that what is taught in school as compared to what is consumed in the communities outside the school are two divergent forces. Subsequently, I have decided to investigate music and musical arts education as a relevant role player in Buganda’s education. I feel that music and music education can provide a culturally relevant education for Buganda and bridge the gap between 'pupils' own music and prescribed school music. 'Education in Uganda is administered by the Ministry of Education and Sports (MoES) and all districts, schools, provinces and colleges follow the same curriculum as prescribed by the Ministry of Education and Sports. However, even though I will now and then refer to the whole country and its various districts, for the purposes of this study, I will focus on music education in Buganda. 1.1.1 Historical background Buganda is the kingdom of 52 clans of the Baganda people and the largest of the traditional kingdoms in present-day Uganda.
    [Show full text]
  • The Collapse of a Pastoral Economy
    his research unravels the economic collapse of the Datoga pastoralists of central and 15 Göttingen Series in Tnorthern Tanzania from the 1830s to the beginning of the 21st century. The research builds Social and Cultural Anthropology from the broader literature on continental African pastoralism during the past two centuries. Overall, the literature suggests that African pastoralism is collapsing due to changing political and environmental factors. My dissertation aims to provide a case study adding to the general Samwel Shanga Mhajida trends of African pastoralism, while emphasizing the topic of competition as not only physical, but as something that is ethnically negotiated through historical and collective memories. There are two main questions that have guided this project: 1) How is ethnic space defined by The Collapse of a Pastoral Economy the Datoga and their neighbours across different historical times? And 2) what are the origins of the conflicts and violence and how have they been narrated by the state throughout history? The Datoga of Central and Northern Tanzania Examining archival sources and oral interviews it is clear that the Datoga have struggled from the 1830s to the 2000s through a competitive history of claims on territory against other neighbouring communities. The competitive encounters began with the Maasai entering the Serengeti in the 19th century, and intensified with the introduction of colonialism in Mbulu and Singida in the late 19th and 20th centuries. The fight for control of land and resources resulted in violent clashes with other groups. Often the Datoga were painted as murderers and impediments to development. Policies like the amalgamation measures of the British colonial administration in Mbulu or Ujamaa in post-colonial Tanzania aimed at confronting the “Datoga problem,” but were inadequate in neither addressing the Datoga issues of identity, nor providing a solution to their quest for land ownership and control.
    [Show full text]
  • ECFG-Tanzania-2020R.Pdf
    About this Guide This guide is designed to prepare you to deploy to culturally complex environments and achieve mission objectives. The fundamental information contained within will help you understand the cultural dimension of your assigned location and gain skills necessary for success. (Photo a courtesy of ECFG USAID). The guide consists of 2 parts: Part 1 introduces “Culture General,” the foundational knowledge you need to operate effectively in any global Tanzania environment. Part 2 presents “Culture Specific” Tanzania, focusing on unique cultural features of Tanzanian society and is designed to complement other pre- deployment training. It applies culture-general concepts to help increase your knowledge of your assigned deployment location. For further information, visit the Air Force Culture and Language Center (AFCLC) website at www.airuniversity.af.edu/AFCLC/ or contact AFCLC’s Region Team at [email protected]. Disclaimer: All text is the property of the AFCLC and may not be modified by a change in title, content, or labeling. It may be reproduced in its current format with the expressed permission of the AFCLC. All photography is provided as a courtesy of the US government, Wikimedia, and other sources as indicated. GENERAL CULTURE CULTURE PART 1 – CULTURE GENERAL What is Culture? Fundamental to all aspects of human existence, culture shapes the way humans view life and functions as a tool we use to adapt to our social and physical environments. A culture is the sum of all of the beliefs, values, behaviors, and symbols that have meaning for a society. All human beings have culture, and individuals within a culture share a general set of beliefs and values.
    [Show full text]