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Naming the 'other': children's construction and experience of racisms in Irish primary schools

机译：命名“其他”：爱尔兰小学儿童的建构和种族主义经历

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This paper considers the construction and experience of racisms among a sample of primary school children in Ireland during a period of intensive immigration. Placing children's voices at the centre of the analysis, it explores how children's constructions draw upon discourses of 'norm' and 'other' in relation to national identity and cultural belonging. Constructions of minority ethnic groups are located within a context that defines what it is to be Irish, such constructions carrying with them assumptions related not only to skin colour but also to lifestyle, language, and religious belief. Drawing on key concepts related to power, social identities and child cultures, the findings highlight the significance of ethnic identity to children's negotiations around inclusion and exclusion in their peer groups. Name-calling in general, and racist name-calling in particular, was shown to be an important tool used by some children in the assertion of their status with one another. The sensitivity displayed by the majority ethnic children to skin colour only, in their discussions around racism, highlights the salience of colour to many of these children's typification of themselves as white Irish, and of many black migrant children especially as 'other'. It also indicates, however, the limited understanding these majority ethnic children had of racism in contrast to their minority ethnic peers (including Irish Traveller children), all of whom were able to recount their own experiences of being racially abused for colour and/or culturally-based differences. The need for teachers to be sensitive to the dynamics of children's social world is stressed, as is the importance of developing clear procedures for the monitoring and tackling of racist incidents in schools.
机译：本文考虑了在密集移民时期爱尔兰的一个小学生样本中种族主义的建构和经历。该分析以儿童的声音为中心，探讨了儿童的建构如何借鉴关于民族认同和文化归属的“规范”和“其他”论述。少数族裔群体的结构位于一个定义爱尔兰语的环境中，这种结构带来的假设不仅与肤色有关，而且与生活方式，语言和宗教信仰有关。研究结果利用与权力，社会认同和儿童文化有关的关键概念，突出了种族认同对于儿童围绕同伴群体中的包容和排斥进行谈判的重要性。事实证明，一般来说，称呼，特别是种族主义的称呼，是一些孩子在相互宣扬自己的地位时使用的一种重要工具。在讨论种族主义的过程中，大多数少数民族儿童仅表现出对肤色的敏感性，突显了这些儿童中许多将自己归类为白人爱尔兰人以及许多黑人移民儿童（尤其是“其他”）的显着色彩。但是，这也表明，与少数族裔同龄人（包括爱尔兰旅行者的孩子）相比，这些少数民族儿童对种族主义的了解有限，所有这些人都能够讲述自己因肤色和/或文化受到种族虐待的经历基于差异。强调需要教师对儿童社会世界的动态敏感，需要制定明确的程序来监测和处理学校中的种族主义事件，这一点很重要。

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