Ethnicity without ethnicity: ‘I'm beyond that story’ state arrangements, re-education and (new) ethnicity in Israel.
This article examines the connection between state ethnic classifications and the way they are perceived by individuals in everyday life. Using the case of the Boarding School for the Gifted Disadvantaged in Israel which is open to immigrants, an attempt was made to reach an understanding of how ind...
| Publicado en: | Social Identities Vol. 22; no. 5; pp. 487 - 502 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=116750718&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 116750718 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 13504630 SEN jtl: Social Identities issn: 13504630 maglogo: Y pubinfo: dt: Sep2016 vid: 22 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 116750718 10.1080/13504630.2016.1145584 ppf: 487 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1006KB tig: atl: Ethnicity without ethnicity: ‘I'm beyond that story’ state arrangements, re-education and (new) ethnicity in Israel. aug: au: Shoshana, Avihu affil: Faculty of Education, University of Haifa, Haifa, Israel su: Ethnicity Intervention (Federal government) Ethnic identity of British people Cognitive ability Boarding school students sug: subj: Ethnicity Intervention (Federal government) Ethnic identity of British people Cognitive ability Boarding school students keyword: boarding schools classification middle class boarding schools classification middle class ab: This article examines the connection between state ethnic classifications and the way they are perceived by individuals in everyday life. Using the case of the Boarding School for the Gifted Disadvantaged in Israel which is open to immigrants, an attempt was made to reach an understanding of how individuals who have experienced deliberate state intervention in the ethnic component of their selfhood, experience this intervention years after the (re)construction. The main findings illuminate how boarding school graduates transformed the governmental intervention into a unique ethnic identity for everyday life: ‘ethnicity without ethnicity'. This identity rejects any overt engagement with the ethnic component of the concept of self. This identity even relies on the subject's constant reminders to himself that ‘he is beyond the ethnic story' and that meritocratic identity (devoid of ethnic consciousness) is preferable to ascriptive identity. The findings also show that ethnic identity is not necessarily expressed in everyday practices (language, food consumption, music, festivals) but rather in ongoing cognitive engagement of the agent distanced from the available official ethnic classifications. The discussion section tracks the state-organizational sources of this ethnic identity and its relation to the unmarked ethnicity amongst the upper-middle classes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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