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Thomas, Suzanne Audrey (1999) Multiculturalism in practice: a study of Govanhill, Glasgow. PhD thesis http://theses.gla.ac.uk/4414/ Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Glasgow Theses Service http://theses.gla.ac.uk/ [email protected] Multiculturalism in Practice: A Study of Govanhill, Glasgow Suzanne Audrey Thomas Title of Degree sought: PhD Submitted to : University of Glasgow Department: Sociology Date of Submission: August 1999 © Suzanne Audrey Thomas 1999 PAGE NUMBERING AS ORIGINAL ABSTRACT This study is concerned with the practical process of multiculturalism through which aspects of cultural identity are asserted, acknowledged and accommodated within a wider collectivity. Historical comparison of Irish, Jewish and Italian migrations to Glasgow. during the nineteenth and early twentieth centuries reveals similarities in the significance of cultural and religious identity to the immigrants themselves and the wider population. It is argued that, despite variations in the distribution of power, immigrants and their descendants were able to negotiate forms of multiculturalism. The process is examined in a current setting through research relating to the 'Pakistani' population in the Govanhill area of Glasgow. Analysis of 1991 Census data, case studies of specific service providers, and detailed interviews with members of the 'Pakistani' population, indicate that these relative newcomers play an active role in asserting and negotiating aspects of their cultural and religious identity. It is concluded that, in challenging exclusionary practices, it would be counter-productive to focus on the 'Pakistani' population as victims of racism at the expense of promoting multiculturalism in the Scottish context. ... the very aim of representing or respecting differences in public institutions is misguided '" the impersonality of public institutions is the price that citizens should be willing to pay for treating us all as equals, regardless of our particular ethnic, religious, racial or sexual identities. [Gutmann 1992: 4] Because Mr. P had progressed so far by the time he came to us, there was no problem with his food. Normally he would not eat the same food as us, but like the other [dementia] sufferers he had no hangups about food and would eat what was given to him. [quoted in Anderson & Brownlie 1997: 106] CONTENTS List of Tables and Maps Acknowledgements Vl Terminology Vll List of Organisations lX Introduction 1 1. Three Nineteenth Century Migrations to Glasgow 16 2. 'Pakistani' Migration to Glasgow 82 3. A History of Govanhill 111 4. Some Issues of Methodology 138 5. School-age Education: a Pragmatic Approach 156 6. Youth Services: the Socialisation Model 201 7. Elderly Care: a Case of Benevolent Trial and Error 243 8. Conclusion: the Process of Multiculturalism 284 Bibliography 305 Appendix I: Fieldwork Interview Schedule Appendix II: Tables ofFieldwork Results TABLES AND MAPS Chapter 1 Table 1.1 Irish Emigration 1841-1861 Table 1.2 Holyrood Secondary School: school roll 1939-1995 and schoolleaver destinations 1994/5 Table 1.3 Irish-born Population in Scotland 1911-1991 Table 1.4 Italian-born Population in Scotland 1861-1931 Table 1.5 Distribution ofItalians in Britain 1927 Table 1.6 Italian-born Population in Scotland 1951-1991 Table 1.7 Italian-born population in Scotland, Strathclyde, Glasgow City 1991 Table 1.8 Jewish population in UK and Glasgow 1955 and 1985 Table 1.9 Jews in Trade 1945 Chapter 2 Table 2.1 Scottish Emigration 1951-1979 Table 2.2 Population of Glasgow 1951-1971 Table 2.3 Lessons Outside of School Table 2.4 1991 Census Report for Scotland: population by ethnic group Table 2.5 1991 Census Report for Scotland: ethnic group of population as % total non-'White' population Table 2.6 1991 Census Report for Scotland: Country of Birth of 'Pakistani' population Table 2.7 1991 Census Report for Scotland: 'Pakistani' population by Age and Gender Table 2.8 1991 Census Report for Scotland: 'Pakistani' Household Composition Table 2.9 1991 Census Report for Scotland: Household Conditions Table 2.10 1991 Census Report for Scotland: Housing Tenure Table 2.11 1991 Census Report for Scotland: Economic Position by Ethnic Group (males) Table 2.12 1991 Census Report for Scotland: Economic Position by Ethnic Group (females) Table 2.13 1991 Census Report for Scotland: Occupational Classification of 'Pakistani' population (1 0% sample) Table 2.14 1991 Census Report for Scotland: Socio-economic Groups 1 & 2 (10% sample) Table 2.15 1991 Census Report for Scotland: Hours Worked Weekly (10% sample) Table 2.16 1991 Census Report for Scotland: Ethnic Group and Qualified Manpower (1 0% sample) Table 2.17 1991 Census Report for Scotland: Social Class Based on Occupation (10% sample) Table 2.18 Reported 'Racial Incidents' in Scotland Chapter 3 Map 1 Glasgow 1796 Map 2 1860: the beginnings of industrialisation Map 3 Govanhill 1926: the network of streets forming the Govanhill of today Map 4 Govanhill 1938: the house building is complete Map 5 'Govanhill' boundary: for 1991 Census analysis Table 3.1 Socio-economic Indicators of Need in Glasgow 1971 Table 3.2 Community Facilities and Organisations in Govanhill 1972 Table 3.3 Housing Tenures 1971-1991 Govanhill and Glasgow District Table 3.4 Govanhill Housing Association: Housing Stock 1994 Table 3.5 Changes to Community Facilities and Organisations: Govanhill 1972-95 Table 3.6 1991 Census Report for Scotland: Govanhill: Residents Country of Birth Table 3.7 1991 Census Report for Scotland: Govanhill: Residents Ethnic Group 11 Table 3.8 1991 Census Report for Scotland: Govanhill: Distribution of Population by Ethnic Group Table 3.9 1991 Census Report for Scotland: Govanhill: Distribution of Ethnic Group by Sector Table 3.10 1991 Census Report for Scotland: Govanhill: Concentration of ,Pakistani' population Table 3.11 1991 Census Report for Scotland: Govanhill: Migrants Table 3.12 1991 Census Report for Scotland: Govanhill: Ethnic Group of Migrants Table 3.13 1991 Census Report for Scotland: Govanhill: Age Distribution and Ethnic Group of Residents Table 3.14 1991 Census Report for Scotland: Unemployment by Ethnic Group: Govanhill, Glasgow City, Scotland Table 3.15 1991 Census Report for Scotland: Govanhill: Economic Position by Sex and Ethnic group Table 3.16 1991 Census Report for Scotland: Govanhill: Households with Dependent Children Table 3.17 1991 Census Report for Scotland: Single Adult Households: Govanhill, Glasgow City, Scotland Table 3.18 1991 Census Report for Scotland: Govanhill: Housing Tenure and Household Amenities Table 3.19 1991 Census Report for Scotland: Govanhill: Housing Tenure by Ethnic Group Table 3.20 1991 Census Report for Scotland: Govanhill: Occupancy Rates by Ethnic Origin Table 3.21 1991 Census Report for Scotland: Govanhill: Distribution of Population by Sector Chapter 5 Table 5.1 Govanhill: Designated School Handbooks: 'signals' of multiculturalism Table 5.2 Govanhill: Composition of School Staff Teams Table 5.3 SCE Examination Results 1994/5 Table 5.4 Govanhill: School Rolls 1995/6 111 Table 5.5 Govanhill Sample: A "Good' Education Table 5.6 Govanhill Sample: Attitudes towards Islamic Studies in School Table 5.7 Govanhill Sample: 'Important' School Subjects Table 5.8 Govanhill Sample: Attitudes towards Urdu as a School Subject Table 5.9 Govanhill Sample: Importance of Shalwar Kamiz in School Table 5.10 Govanhill Sample: Qualifications 14-24 age-band Table 5.11 Govanhill Sample: Qualifications 25-50 age-band Table 5.12 Govanhill Sample: Qualifications: Children of25-50 age-band Table 5.13 Govanhill Sample: Qualifications 50+ age-band Table 5.14 Govanhill Sample: Children of 50+ age-band Chapter 6 Table 6.1 Govanhill Youth Survey: Use of Youth Facilities in Last 5 Years Table 6.2 Govanhill Youth Survey: Youth Facilities Used Table 6.3 Govanhill Youth Survey: Youth Facility Preferences Table 6.4 Govanhill Youth Survey: Reason For Facilities Table 6.5 Govanhill Youth Project: Involvement of Minority Ethnic Groups Table 6.6 Govanhill Sample: Problems Affecting Young People Table 6.7 Govanhill Sample: Participation in Youth Groups/Organisations Table 6.8 Govanhill Sample: Importance of Separate Muslim Provision Table 6.9 Govanhill Sample: Importance of Religiously Specific Factors Table 6.10 Govanhill Sample: Importance of Culturally Specific Factors Table 6.11 Govanhill Sample: Importance of Gender Separation Table 6.12 Govanhill Sample: Importance of Equal Opportunities Table 6.13 Govanhill Sample: Attitudes Towards Sexual Health Issues Table 6.14 Govanhill Sample: Attitudes Towards Recreational Activities IV Table 6.15 Govanhill Sample: Attitudes Towards Sports and Games Chapter 7 Table 7.1 Govanhill Sample: Problems Affecting the Elderly Table 7.2 Govanhill Sample: Who Should Care for the Elderly? Table 7.3 Govanhill Sample: Services for the Elderly Table 7.4 Govanhill Sample: Style of Services for the Elderly Chapter 8 Table 8.1 Govanhill Sample: Country of Birth Table 8.2 Govanhill Sample: Identity v ACKNOWLEDGEMENTS I would like to thank: Robert Miles for his unfailing encouragement and supervision over many years. In addition, I am grateful to the Management Committees and staff of the Larkfield Centre and Govanhill Action for Parents for their support while I was employed as a community worker in Govanhill; and to all the individuals, families, community groups and organisations with whom I was privileged to work. James Currall of the University of Glasgow Computing Service offered invaluable help in teaching me to use the Census Analysis Package; and Gian-Luca Oppo, Joe Woolley and Derek Lang helped with the reproduction ofthe thesis.

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