Anandini Dar ALL RIGHTS RESERVED
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© [2014] Anandini Dar ALL RIGHTS RESERVED “I LIKE GOING PLACES:” THE EVERYDAY AND POLITICAL GEOGRAPHIES OF SOUTH ASIAN IMMIGRANT YOUTH IN NEW YORK CITY by ANANDINI DAR A dissertation submitted to the Graduate School-Camden Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Childhood Studies written under the direction of Dr. Daniel T. Cook and Dr. Charles Watters and approved by ______________________________ Dr. Daniel T. Cook ______________________________ Dr. Charles Watters ______________________________ Dr. Kathleen D. Hall Camden, New Jersey, May 2014 i TABLE OF CONTENTS Abstract…………………………………………………………………………… vi Acknowledgements……………………………………………………………….. viii Introduction………………………………………………………………………… 1 o South Asian youth in America…………………………………….. 4 o Brief history of South Asian youth spaces in the United States…… 7 o Research questions………………………………………………… 11 o Structure of the dissertation……………………………………….. 15 Chapter One: Conceptual framework and literature review……………………… 19 o Children’s geographies…………………………………………… 19 . Children’s mobility and control of their place…………… 22 . Third spaces……………………………………………… 23 . Political geographies……………………………………… 26 o Globalization, glocalization, and transnationalism………………… 31 o Immigration, ethnicity, and youth culture………………………… 36 Chapter Two: Methodology………………………………………………………. 41 o Research design…………………………………………………… 41 o Research site selection…………………………………………… 42 ii o Research participants……………………………………………… 47 o Tools for data collection………………………………………….. 49 . Multi-sited ethnography…………………………………… 50 . Discourse analysis…………………………………………. 55 o Analysis…………………………………………………………… 56 o Power and Positionality: Conducting reflexive research………….. 57 o “Down with the youth:” Negotiating my own personality for youth research…………………………………………………………… 62 . “She’s always right in the midst of the youth:” Youth as equals and practices of food………………………………………….. 63 . Jokes, games, and language………………………………. 71 . Familial and supportive bonds……………………………. 74 o Researcher’s responsibility: Where do childhood studies scholars go from here?.......................................................................................... 76 Chapter Three: Mapping young lives and the youth center they attend………….. 80 o Introduction………………………………………………………. 80 o Mapping young lives……………………………………………… 81 . First impressions…………………………………………... 81 . Family life………………………………………………… 84 . City life and neighborhoods……………………………..… 90 o Mapping YOSAI: Safe space discourses…………………………. 100 . Physical “indoor” safety…………………………………... 101 iii . Emotional and affective safety…………………………… 105 . Political safety…………………………………………….. 110 o Conclusion………………………………………………………… 116 Chapter Four: Encounters with “third space:” Socio-political geographies of South Asian teenagers…………………………………………………………………………… 120 o Navigating social class…………………………………………….. 124 o “We’re all Brown here:” Culture, community, and connectedness... 136 o Choosing relationships: Inter-generational and cross-generational networks…………………………………………………………… 142 o Romantic relationships……………………………………………. 147 o “I like going places:” Escape, exploration, and experiences……… 158 o Social justice and political workshops…………………………… 168 o Conclusion………………………………………………………… 175 Chapter Five: Performative politics: South Asian teen cultures in “third space”…. 177 o Introduction……………………………………………………….. 177 o Bollywood, slang, and swag: Consuming and reproducing language and dialogues…………………………………………………………. 178 o Lungi style flash mob……………………………………………... 188 o Lungi as belonging and otherness………………………………… 195 o Responding to Islamophobia through embodied practices……….. 200 o Inscribing language and marking bodies………………………… 201 iv o Conclusion………………………………………………………… 196 Conclusion………………………………………………………………………… 205 o Implications about third spaces: Physical and symbolic…………. 209 o Youthful political geographies……………………………………. 212 o Significant contributions and future directions…………………………………………………………. 214 Appendices……………………………………………………………………….. 217 o Appendix I: Interview protocol for youth………………………… 217 o Appendix II: Interview protocol for staff…………………………. 219 o Appendix III: Guideline for photo project for youth……………… 222 o Appendix IV: List of key participants…………………………… 225 Bibliography……………………………………………………………………… 228 Curriculum Vitae………………………………………………………………… 248 v DISSERTATION ABSTRACT “I LIKE GOING PLACES:” THE EVERYDAY AND POLITICAL GEOGRPAHIES OF SOUTH ASIAN IMMIGRANT YOUH IN NEW YORK CITY By ANANDINI DAR Dissertation Directors: Dr. Daniel T. Cook and Dr. Charles Watters This dissertation examines how ethnic youth centers and other sites between the home and the school inform the everyday and political geographies of working class South Asian immigrant youth growing up in a post 9/11 New York. Caught between no longer being young children and not yet adults, the teens of this study spend much of their time in liminal spaces of youth centers, streets, malls, which I refer to as third spaces. Based on a multi-sited ethnography at one youth center for South Asian youth in Queens, New York between 2010 and 2012, I accompanied teens attending this center to other places where they hang out, such as, rallies and social justice and political workshops in NYC and other neighboring northeastern cities, malls, parks, subways, and online sites. Additionally, I analyze discourses of the mission, philosophy and ideologies of the youth center programs. After the 9/11 attacks on the world trade center in New York, ethnic and religious identities, that is, being South Asian and Muslim, have become racialized and politicized categories wrongfully associated with terrorism, resulting in racial bullying and hate vi crimes affecting South Asian youth and families. Unlike literature on youth centers, this research highlights how, in this era, ethnically-based youth centers address these socio- political and cultural difficulties youth face everyday and help them connect with and negotiate their socio-political realities without insulating or “islanding” young people. I argue that it is in third spaces that youth’s political identities and engagement with politics begin to take shape as they attend social justice workshops and rallies to fight against racial crimes, and aspire to “go places,” socially and politically. Further, I argue that youth’s political agency manifests in their cultural and performative practices, offering new ways through which to understand young people’s political lives. This dissertation highlights the connections between context, young people, representations, and politics, as it situates the constructions of racial and ethnic identity as intersecting dynamics to understanding youth’s political geographies. This multi-disciplinary study contributes to South Asian studies, political geographies, ethnic studies and children and youth studies scholarship. vii ACKNOWLEDGEMENTS When I joined the only PhD granting program in Childhood Studies in North America in just its second year since inception, I was excited to conduct my research in this new innovative field but also felt I was at a disadvantage for not having any models for what a dissertation may look like in this multi-disciplinary field. Fortunately, I had three phenomenal scholars on my committee who supported me in producing this dissertation that shapes the field. From the first day in the doctoral program till my dissertation defense day, Dr. Daniel Cook served as an inspiring model for how to be a critical and an innovative scholar. His sharp attention to detail, hard-hitting critique, as well as tips and advise about graduate school and academia have always been infused with playful witty banter, which reflects his unique and endearing style of advising. Interactions with him made the graduate research process productive, enduring, and memorable. I deeply cherish his friendship and astute mentorship. I was also fortunate enough to have not just one advisor but a co-advisor, Dr. Charles Watters, whose expansive knowledge of social and critical theory provided several lengthy and engaging advising sessions – across continents – wherein my dissertation ideas were nourished and developed. His attention to the big picture and holistic research that pay attention to policy, praxis, and reflective research, parallel his beliefs about leading a balanced life as a researcher, which I have greatly appreciated and value deeply. His gentle demeanor and trust in me as an independent scholar consistently enabled me to stay true to my values of research that first brought me to the research program. viii Dr. Kathleen Hall put her faith in my research long before I knew what might ensue from this project. Her expertise on South Asian youth studies first led me to her for mentorship and her insights in this field pushed my research to new levels of inquiry. Dr. Hall offered me opportunities to benefit the resources at the University of Pennsylvania and introduced me to colleagues at this university who expanded the ways in which I envisioned my research. I am thankful for her warm and consistently supportive relationship. Beyond my committee, two other scholars deserve mention here as they offered feedback to a chapter of this dissertation and also provided me with journal articles that were not yet published and accessible to me. Dr. Spyros Spyrou and Dr. Tracey Skelton, your comments and feedback have been invaluable. I appreciate to have met you at