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Narratives of Belonging and Exclusion: the Negotiation of Heritage and Place in Young People’S Conceptualisations of National Identity in Scotland Katherine Lloyd

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Narratives of Belonging and Exclusion: the Negotiation of Heritage and Place in Young People’S Conceptualisations of National Identity in Scotland Katherine Lloyd Narratives of Belonging and Exclusion: The negotiation of heritage and place in young people’s conceptualisations of national identity in Scotland Katherine Lloyd International Centre for Cultural and Heritage Studies School of Arts and Cultures Newcastle University Submitted in fulfilment of the degree of Doctor of Philosophy September 2013 0 Abstract This thesis analyses whether attempts to reimagine the nation in plural terms can be successful in altering individuals’ conceptualisations of national identity and belonging. Drawing on theories of identity maintenance and ontological security (Giddens 1991), identity as performance (Butler, 1990; Goffman, 1959) and Mason’s (2013) concept of ‘cosmopolitan museology’, it questions the degree to which individuals are willing or able to accept plural representations of national identity increasingly seen in European museums such as the National Museum of Scotland. Such interpretative approaches attempt to deconstruct homogenous discourses of nationhood while encouraging individuals to develop a reflexive sense of self. This thesis argues that further research is needed into the way in which heritage is produced and negotiated in everyday social environments beyond the museum in order to understand what—if any— impact museums may have in producing ‘inclusive’ definitions of national identity. These issues are examined in Scotland, a devolved nation in the UK. The thesis critically analyses how young people aged between 13-17 years old from 5 schools in Glasgow, Edinburgh, Barra and the Scottish Borders utilised and negotiated concepts of ‘heritage’, ‘place’, ‘national identity’ and ‘diversity’ in narratives of belonging and exclusion. 73 young people participated in the research, which was conducted using focus groups and semi-structured interviews. The analysis also draws upon insights gained from teachers and heritage professionals. The research found that the majority of participants adopted positions that reinforced their existing sense of self, rather than alter their definitions of nationhood. While many participants were comfortable with the language of ‘diversity’, they frequently struggled to express themselves when applying these principles to everyday life. The findings indicate that museums could make a positive contribution to public debates by enabling individuals to articulate ideas of diversity while avoiding the essentialisation of difference. i Acknowledgements I would like to thank the young people and teachers who participated in this research and shared their experiences with me, especially those who gave up their free time to discuss such difficult issues. This research was supported by the AHRC, who also provided additional support through the Overseas Travel Fund. I am also grateful for additional funding from the Postgraduate Research Student Submission Support Fund. I would also like to thank the staff and students at the International Centre for Cultural and Heritage Studies for creating such an engaging and stimulating research atmosphere, particularly my supervisors Rhiannon Mason and Andrew Newman, who provided much needed support and guidance on all aspects of academic life throughout the research, as well as Areti Galani for her valuable assistance in the final stages of the project. Peter Hopkins, Michael Rosie and Gary West also provided important advice and insights from beyond the field of Heritage Studies. I am eternally grateful to Heather Rolls and Ella Leith for their comments on earlier drafts of this thesis. I also thank the examiners Chris Whitehead and Sharon Macdonald for their insightful feedback on the final manuscript. Any mistakes or inaccuracies remain entirely my responsibility. Special thanks must go to my fellow PhDs past and present especially Mairi McFadyen, Amy Johnstone, Ella Leith, Justin Sikora, Tori Park, Emma Coffield, Bronwen Colqhuon, Bryony Onciul and Nuala Morse for the laughs, moral support, sofas and spare rooms, cups of tea and the odd glass of something a little stronger. I also need to thank my family and friends for their ongoing love and support, especially Kim, Alan, Chris, Jo and Morven. And finally my husband Ally, without whom this research would not have been completed. ii Table of Contents Abstract ........................................................................................................................................... i Acknowledgements ........................................................................................................................ ii Chapter 1. Introduction ................................................................................................................. 1 1.1 Research Aims and Objectives ........................................................................................... 4 1.2 Thesis Position .................................................................................................................... 5 1.3 ‘New Scots’, ‘Tartan Turbans’ and Haggis Pakoras: Heritage, cultural diversity and national identity in Scotland ..................................................................................................... 7 1.3.1 ‘New Scots’ .................................................................................................................. 9 1.3.2 Heritage and the performance of identity .................................................................. 10 1.4 National Identity, Citizenship and Belonging: The political construction of Scottish identity .................................................................................................................................... 12 1.4.1 The road to devolution ............................................................................................... 13 1.4.2 National identity and citizenship in Scotland ............................................................. 13 1.4.3 Multicultural nationalism .......................................................................................... 15 1.5. Museums and Cultural Diversity in Scotland .................................................................. 18 1.5.1 Museums and the construction of an ‘inclusive’ national identity ............................. 22 1.6 Young People and National Identity in Scotland: From the political to the personal ....... 26 1.6.1 National Identity in the School Environment ............................................................. 27 1.7 Thesis Synopsis ................................................................................................................. 29 Chapter 2. Heritage and Identity in Plural Societies ................................................................... 32 2.1 Heritage and Identity: Constructions of Belonging .......................................................... 33 2.1.1 Heritage ..................................................................................................................... 33 2.1.2 Heritage and identity ................................................................................................. 37 2.2 Identity .............................................................................................................................. 38 2.2.1 Narrative .................................................................................................................... 40 2.2.2 Identity narratives as ‘performance’ ......................................................................... 42 2.2.3 Identity maintenance, ontological security and reflexivity ........................................ 45 2.3 Belonging .......................................................................................................................... 47 2.4 National Identity, Ethnicity and Citizenship ..................................................................... 51 2.4.1 National identity ......................................................................................................... 51 2.4.2 ‘Race’ and ethnicity ................................................................................................... 52 2.4.3 Citizenship .................................................................................................................. 54 2.5 Cultural Policy and the Politics of Difference .................................................................. 56 2.5.1 Museums, multiculturalism and cultural diversity ..................................................... 57 2.5.2 The cultural diversity sceptical turn .......................................................................... 60 iii 2.6 From Diversity to ‘Equality’ and ‘Intercultural Dialogue’ ............................................... 61 2.7 Place and Reflexivity ........................................................................................................ 63 2.8 Conclusion and Issues for Consideration .......................................................................... 65 Chapter 3. Methodology ............................................................................................................. 67 3.1 Researching Identity ......................................................................................................... 67 3.1.1 Qualitative research methods: Focus groups and interviews .................................... 68 3.1.2 Visual research methods ............................................................................................ 69 3.2 Researching Heritage and Identity ...................................................................................
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