By Avtar Brah
Via addressing questions of tradition, id and politics, Cartographies of Diaspora throws new gentle on discussions approximately `difference' and `diversity', educated by way of feminism and post-structuralism. It examines those subject matters via exploring the intersections of `race', gender, category, sexuality, ethnicity, new release and nationalism in several discourses, practices and political contexts. the 1st 3 chapters map the emergence of `Asian' as a racialized classification in post-war British well known and political discourse and nation practices. It records Asian cultural and political responses paying specific realization to the function of gender and iteration. the rest six chapters examine the talk on `difference', `diversity' and `diaspora' throughout diversified websites, yet commonly inside of feminism, anti-racism, and post-structuralism.
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Additional info for Cartographies of Diaspora: Contesting Identities (Gender, Racism, Ethnicity Series)
This became a necessity, due, in large part, to the increasing expense of buying and furnishing houses, meeting the continually rising cost of living, and maintaining the essential obligations towards the extended family. In time, these changes were to initiate important restructuring of the sphere of gender relations. The 1960s witnessed the first industrial disputes involving a predominantly Asian workforce. When they first arrived, the Asian migrants tended to be unfamiliar with their basic labour rights.
In so far as Asians were likely to be employed in unskilled jobs which white workers did not now need or wish to do, they would occupy a very low position in the occupational hierarchy. As ex-colonial subjects, Asian workers could be regarded as inferior even by unskilled white workers. There were few opportunities for these groups to engage in meaningful cultural exchange, although workplace cultures did provide an arena where friendly or antagonistic relations could be played out. Many Asians did not speak English but racism was often a bigger barrier than language.
It is worth noting that the education system remained segregated until independence from colonial rule. The medium of instruction was mainly English, and both the ‘O’ and ‘A’ level examination papers were set and marked in Britain. There was very little about Africa itself in these curricula, although Africa stalked every nook and cranny of the mind. The power and authority of ‘the European’ seemed distant and aloof to both Asians and Africans. As Captain Lugard had hoped, colonialism did succeed in carving a context in which, ‘much cheaper than the Europeans, and in closer touch with the daily lives of the natives’, the Asians did indeed THE ASIAN’ IN POST-WAR BRITAIN 33 ‘form an admirable connecting link’ (Mamdani 1976).