By Muhammad Anwar
Among Cultures considers the placement of younger Asians in Britain when it comes to schooling, employment, housing, the police and the responses they come upon from those associations. It explores the cultural problems with relations, marriage, faith and mom tongue, and the jobs of Asian mom and dad and the Asian neighborhood are analysed. Muhammad Anwar is going directly to evaluate the location of younger Asians with that of teenagers as a rule, and to these in related conditions yet with diverse backgrounds and religions.
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Extra resources for Between Cultures: Continuity and Change in the Lives of Young Asians
There is a feeling amongst a minority that multi-racial character of the school itself was a form of multi-cultural education. 8 Teachers’ satisfaction with provisions for teaching ethnic minority pupils Base: All (85) Multi-cultural studies not taught as such—we do not think about it in such terms—but bring it in without thinking. I teach geography. We deal a lot with underdeveloped countries and take examples from South Asia though rarely from West Indies. (Senior teacher) These comments and others show clearly that multi-cultural education is seen by teachers generally as something additional, marginal and not very significant, not, as the Swann Committee implied, ‘education for all’.
In 1961, it was estimated from the 1961 Census that there were 5,380 Pakistani males for every 1,000 Pakistani females. For Indians, the pattern was fairly similar; both Sikh and Gujarati Hindu men came first but started bringing their families over to Britain as soon as discussions about immigration control started in 1959 and 1961. Therefore, the sex ratio for Indians was 1,568 males for 1,000 females. For the total population, it was 937 males per 1,000 females (1961 Census). This gender imbalance in the process of migration is consistent for international migration, which shows that men migrants first establish themselves economically and then bring their families to the new adopted country.
Only 5 per cent of the teachers mentioned the teaching of Asian languages. However, a quarter of teachers claimed that no special provision had been made by their LEA for the teaching of ethnic minority pupils. With such claims by teachers, we wanted to know whether they were satisfied with provisions for teaching ethnic minority pupils. 8, just over 50 per cent were extremely or quite satisfied with the existing provisions but 20 per cent were dissatisfied. Teachers were also asked whether there were any special provisions for careers advice and for advising and counselling ethnic minority pupils on any special problems or difficulties.