This thesis explores the negotiation of ethno-cultural identity within a Greek community school in London. The focus is on the national celebration theatre performances and the respective ideological representations that are embedded within these celebrations. It is a qualitative ethnographic case study that employs the methods of participant-observation, field notes and ethnographic interviews. For the analysis I employ a grounded-theory-related approach where inductive and deductive approaches mutually inform one the other. The participants are students, students’ family members (parents and a grandparent) and educators of a Greek community school in North London. The project sets out to explore the participants’ reported perceptions on their self-positions while they are engaged in the school’s national celebration performances. The findings suggest that these celebrations have an impact on the participants’ self-positions that are related to ethnic, linguistic and religious parameters. Moreover, the participants’ reports emphasise that the theatre performances are permeated by contested ethnic/national, historical and linguistic ideologies that the community members do not accept unquestionably. In this view, the community school could possibly be described as a faith/ethnic related setting where the members of the community can affirm and/or re-affirm respective self-positions while participating in ritualistic celebrations, such as the national celebration theatre performances.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:640985 |
| Date | January 2014 |
| Creators | Simpsi, Aspasia |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/66757/ |
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