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Education, Migration and Identities: Relocated Montserratian Secondary School Students in London Schools

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Education, Migration and Identities: Relocated Montserratian Secondary School Students in London Schools Education, Migration and Identities: Relocated Montserratian Secondary School Students in London Schools GERTRUDESHOTTE Thesis submitted in fulfilment of the regulations of the University of London for the degree of Doctor of Philosophy (PhD) Education Foundations & Policy Studies Institute of Education, University of London September 2002 To Zamo and Zeju Being there in good and bad times made all the difference Thanks a million! 2 Abstract This thesis explores the effects of forced migration on the educational aspirations of relocated Montserratian students in British schools. It first discusses the circumstances that influenced migration to the UK, particularly from the latter half of 1997, then compares and contrasts the educational experiences of relocated student to those of other African Caribbean and refugee migrant groups. As a British Dependent Territory Overseas (BDTO), the way of life in Montserrat has been guided and influenced by its status as a country under British jurisdiction. Yet, Montserratians have no formal citizenship rights and have therefore been positioned in a political limbo. Expectations from home and school create a constant struggle for relocated students as they juggle a range of conflicting identities. The thesis argues that a clash of ambiguous identities has forced relocated migrants to rethink and reconstruct a sense of place, as well as redirect thoughts on educational goals and aspirations. Fieldwork conducted with relocated students, their parents/guardians and teachers has revealed that the effects of forced migration have affected relocated students' educational aspirations. The high levels of achievement motivation that students had prior to relocation, have been greatly diminished due to several in-school and out-of-school factors. The thesis identifies the fragmentation of the Montserrat community as a major contributing factor. It also discusses the strategies that the UK-based Montserrat community groups and organisations have implemented in an effort to restore and sustain relocated students' pre­ migration levels of achievement motivation, via a sense of an 'island' community. Finally, the thesis considers the main arguments against the backdrop of relocated migrants' perceptions of achievement, and their implications for future research, policy and practice. 3 Acknowledgements I give thanks to Jehovah for His goodness and loving kindness (Psalms 107:1) and for giving me the strength to endure (Philippians 4: 13) It was impossible for me to conduct this research without inheriting an extensive list of persons to whom I am deeply indebted. These persons, who are too many to catalogue, have all made significant contributions to this study, albeit of varying kinds. I am acutely aware of the fact that simply conveying thanks to contributors via this 'acknowledgement' is an inadequate expression of gratitude. However, I am compelled to mention the persons named below. My supervisors, Dr Elaine Unterhalter and Crispin Jones, nurtured me - and this study - from planning through to completion stage by providing shrewd, crucial and decisive commentary. Their resourceful support and practical encouragement often extended beyond the academic sphere. There are many instances that I can recall, but I wish to make reference to this particular occasion - the second term of the 2000/2001 academic year, which was a particularly difficult and challenging time for me. For such steadfast co­ operation and kind enduring assistance, I am extremely grateful. Embarking on this exploratory study has proven to be a more intricate assignment than I had anticipated. I gained useful insights from persons who offered helpful suggestions as the study progressed. To this end, I am especially thankful to Professor Jagdish Gundara, Dr Christopher Williams, Dr Sheila Aikman, Dr Adrien Ngudiankama, and Dr Christina Tsai, for whom 'dropping in' was never a problem. In this regard, I express too sincere appreciation to Janice Panton MBE and the administrative assistant at the MGUKO and Lazelle Howes and staff at the MCST. I acknowledge the invaluable contributions made by research assistants Edwina Peart and Jane Evans and fellow researchers at Room 836, particularly Clare Bentall, Dr Chris Berry, Nick van der Steen and Dr Peter Laugharn. The many post seminar, post conference and post tutorial discussions that we engaged in provided incalculable erudition and informed explanations on theoretical, methodological and literature review issues. 4 It would be remiss of me if I did not extend heartfelt gratitude to the British Council for sponsoring the entire study. Sincere thanks are also due to the administrative staff of the former EID (Susan Karney and Kamala Usmani), the now LEID (Ann Rolands and Michael Broderick), Patricia Kelly and Alice Hensfield (CLC) who also played a recognisable function in this study. I gratefully appreciate their unswerving support and proficient assistance. Special thanks are also extended to other administrative personnel: To Rajee Rajagopalan, Dr Loreto Loughran and Jack Peffers of International Development Section Registry, Bridie Woods and Denise Walker-Hutchinson of Students Welfare and Accommodation Office, Wendy Barber and staff, particularly Julia Bacon and Jenny Phillips, of Research Degrees and Associateships Section and Marcel Lam-Hing and Carrie Marshall of the JAH management team. To Jenny Federicks and family I owe an exceptional debt of gratitude for not only adopting me in their family circle but also for being 'the friends indeed'. A similar sense of indebtedness is due to Frank & Shelly James, Peter Abraham and Ira Tchoupe-Edwards for their untiring assurance and unwavering devotion during very stressful and tough times. To the relocated students, their parents/guardians, their teachers, education officials, social workers, parental outreach workers and fellow citizens of the relocated and first-wave Montserrat community, I convey an incomparable 'thank you'. Without their ready participation, kind encouragement, willing and loyal co-operation and committed assistance, the completion of this thesis would not have been realised. Finally, but by no means least, sincere thanks to a security team extraordinaire - Lenny Bristow, John Egan, Adebayo Dedeke and Joseph Anyemedu. It would not have been the same without their skilled perception and efficient service. 5 Table of Contents Abstract 3 Acknowledgements 4 Table of Contents 6 List of Tables 10 List of Figures 11 List of Appendices 12 Abbreviations & Acronyms ...................................................... 13 Glossary 17 Map - The Caribbean Islands 19 Map of Montserrat - Pre 1995 20 Map of Montserrat - Post 1995 21 Chapter 1: Introduction ...................................................... 22 Introduction ............................................................... 22 Historical Context of the Research 22 Complaints and concerns 23 Aims and Research Questions 25 Significance of the Study 26 The Structure of the Thesis ............................................. 27 Chapter 2: Migration and Identity: A Discussion of Literature ......... 29 Introduction ............................................................... 29 Migration: The Panacea for a Better Life? ........................... 29 Identity: Congruence of Self-definition, Self-esteem and Educational Success .................................... 41 Conclusion ............................................................... 51 Chapter 3: Approaches and Methods Used in the Research ......... 53 Introduction ............................................................... 53 Methodological Approaches ............................................. 53 Methods associated with two paradigms .................. 53 The nature of qualitative research ........................... 56 Subjectivity in qualitative research .................. 57 Why a qualitative approach .................................... 58 Philosophical and intellectual assumptions .................. 59 Case Study Design and Supporting Perspectives ......... 60 6 Methods of Data Collection and Analysis ............................. 63 Piloting the study ............................................... 63 Sampling, sampling parameters and the Researcher's Role .. 64 The Researcher's Role ............................. 66 Data collection, recording and analysis .................... 69 Informal interviews ...................................... 69 'Formal' interviews 70 Observations ............................................... 73 Personal accounts and reports ............................. 75 Data analysis ............................................... 76 Verifying Data Quality ............................................... 76 Internal and external validity ...................................... 76 Reliability ........................................................ 77 The qualitative narrative ...................................... 77 The Question of Power ............................................... 78 Teachers and I ........................................................ 78 Students and I ........................................................ 79 Parents and I ......' .................................................. 80 My Experience as an Interviewer ...................................... 81 Conclusion ................................................................. 83 Chapter 4: The Emerald Isle: A Historical Account .................... 85 Introduction and Background .................
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