Second-Generation Nigerian Children's Descriptions of Racism and Perceptions of Irish Identity

In recent decades, Ireland has experienced an increase in diversity due to immigration. The purpose of this study is to explore how three Irish-born primary-grade children of Nigerian immigrants in Ireland, one girl and two boys in the 5th and 6th grades, describe experiences of racism and perceive...

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Bibliographic Details
Published in:Journal of research in childhood education 2021-01, Vol.35 (1), p.143-161
Main Author: McClure, Donald R.
Format: Article
Language:English
Subjects:
Blacks
Catholic Schools
Childrens Attitudes
Citizenship
Citizenship identity
Cultural Background
Educational Researchers
Elementary School Students
Foreign Countries
Grade 5
Grade 6
Identification (Psychology)
Immigrants
immigration
Ireland
National identity
Nigerian
Perceptions
Preadolescents
primary/elementary school
Racial Discrimination
Racism
Self Concept
Sense of Community
Student Diversity
Whites
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Summary:In recent decades, Ireland has experienced an increase in diversity due to immigration. The purpose of this study is to explore how three Irish-born primary-grade children of Nigerian immigrants in Ireland, one girl and two boys in the 5th and 6th grades, describe experiences of racism and perceive being Irish in a predominantly White, but increasingly diverse, country. Drawing on the case study method, this article argues that the students developed racialized perceptions of being Irish that were influenced by experiences of racism from White peers and adults in school and the local community. These experiences led the children to feel less than fully Irish, even though all of them identified as Irish-born citizens. Data were collected in the 2014-2015 school year. Data sources include individual and group interviews with the students, teacher and principal interviews, and school observations. This research helps fill a gap concerning the way primary-grade students from immigrant backgrounds describe racism, and how racism can influence children's perceptions of citizenship identity. The study's results have implications for educators and educational researchers in considering how knowledge of diverse children's perspectives can help create inclusive school environments that prepare young people for citizenship in multicultural societies.
ISSN:0256-8543
2150-2641
DOI:10.1080/02568543.2020.1717687