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"Vy, mladí Vietnamci (‚nenakažení‘), nás počeštěné banány prostě pochopit nemůžete" : mladí Vietnamci a superdiverzifikace českého novomediálního prostoru

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Homoláč J., Sherman T.
Sociologický časopis. Czech Sociological Review
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2020
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vol. 56
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issue 2
229-257
EN
This article analyses media texts written in Czech by young Vietnamese from 2008 to 2017. It aims to: a) describe how the authors categorise themselves and determine whether they construct their identity as hybrid; and b) consider whether these texts contribute to the superdiversification of the Czech space. Three identity versions appear in the material: banana children, young ‘uninfected’ Vietnamese, and the younger generation of banana children (BC, YUV, and YG). BC emphasise the hybrid character of their identity, i.e. the necessity of using two languages and behaving in accordance with the norms of two ethnic societies in their everyday lives. YUV declare that competence in Czech and knowledge of the social norms of the majority cannot change the fact that they are Vietnamese. YG assign basically the same features to their own category as to BC. But unlike them, YG usually consider the hybrid character of their identity to be self-evident. That the analysed texts problematise the role of language as a defining feature of ethnic identity can be considered an expression of the superdiversification of the Czech media and new media space. BC defend their right to not belong to a single ethnic society, YUV declare their identity to be exclusively Vietnamese, and MG express amazement that the existence of young Czech-speaking Vietnamese is still surprising to a part of the majority population.
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Diverse complexities, complex diversities: Resisting ‘normal science’ in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

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Ritchie J.
Journal of Pedagogy
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2016
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vol. 7
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issue 1
25-37
EN
This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist ‘normal science’ categorisations. These include: the Māori values underpinning the effective teachers’ profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children’s learning; and the approach developed for assessing Māori children’s literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.
3
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Superdiversity and Its Relevance for Central and Eastern European Migration Studies. The Case of Polish Migrants in the UK

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Grzymala-Kazlowska A., Phillimore J., Grzymala-Kazlowska A., Phillimore J.
Central and Eastern European Migration Review
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2019
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vol. 8
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issue 2
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