John Hajek Susana Afonso Francesco Goglia

Slides:



Advertisements
Similar presentations
Migration and Diasporas Week 19 Ethnicity and ‘Race’
Advertisements

People Groups Concept and Terminology An Ethnolinguistic Reference Point Orville Boyd Jenkins August 2005 Copyright © 2005 Orville Boyd Jenkins.
GROWING-UP PORTUGUESE IN CALIFORNIA Deolinda M Adão, PhD METROPOLIS 2011 Azores – Ponta Delgada September 12 – 16, 2011.
Cross Cultural Research
DIFFERENT PEOPLES, ONE WORLD Historic and Immigration- based Multiculturalism HARI SRINIVAS ROOM: I-312 / Studies in Multicultural Societies.
INFO 272. Qualitative Research Methods. Outline  The Field Site  Challenges to the Early Model  Multi-Sited Ethnography  Virtual Ethnography  Examples.
Post-colonial Literature for Children EDU32PLC Week 4 - Lecture 6 Aboriginal voices in Australian Literature - Authority © La Trobe University, David Beagley.
Committed to service and support our multi-cultural communities Presentation to National Multicultural Marketing Conference 2010.
© 2004 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill Intercultural Communication in Contexts Third Edition Judith N. Martin and Thomas.
Challenge I challenge you to move the red stuffed apple in the middle of the room to your seat without touching it. – How will you do this……..?
Incorporating Asia Literacy into the History Curriculum By Kelly Campbell Rooty Hill High School
BeLiFS Becoming Literate in Faith Settings Centre for Language, Culture and Learning Educational Studies Department Goldsmiths University of London Arani.
Today’s agenda, 02/10 Individual Identity. Expressing Canadian Culture and Identity.
Democratic Republic of Timor-Leste (East Timor)
Incorporating Topics of Culture and New Media Technologies into Introduction to Communication Course Judith N. Martin, 2011.
Politics & Religion Online: Uyghur Diaspora Identity Construction On Facebook Rizwangul Nur-Muhammad (Unitec NZ) Giles Dodson (Unitec NZ) Evangelia Papoutsaki.
Timor-Leste Experience on ODA & Aid Effectiveness 9-12 October 2007 The Central Asia, Southeast Asia and the Pacific Regional Workshop on Aid Effectiveness.
Intercultural Language Teaching VU Teaching LOTE 2010 Andrew Ferguson
What is race?. Race as a social construction (read page 162) The thought among academics is that race is best thought of as a social construction A social.
Li Wei UCL Institute of Education. Structure and Content  Rethinking ‘community language’ and ‘community language education’ in the global perspective.
Australia and the United Nations The primary objectives of the United Nations (UN), as laid down in its Charter, are to avoid the recurrence of violent.
100 World Religions 100 Culture Vocabulary Popular vs. Folk 100 More Culture Vocabulary
Learning Objectives: Develop essay writing technique for the exam. Continue to develop understanding of ethnicity.
What is the distribution of world languages density concentration patterns How is culture influenced or limited by this language distribution? How does.
BI-LITERACY - Learning to be literate in two languages, how important is it? Camberwell Primary School 20 March, 2013 PLURILINGUAL INDIVIDUALS: LANGUAGES,
What happens when you leave your home and country? Immigration issues.
Identity: Race, Ethnicity, and Place
Who are you?. Identity and Politics What is Identity?  Identity can be defined as “a sense of separate and unique selfhood”…… –How people see themselves.
DIAMOND East Timor scenario Stephen Bocquet Defence Systems Analysis Division DSTO Australia.
Why look at both Australian and Indonesian societies in interrogating equality and difference? And why focus on gender roles and status?
English and Migration Chapter 2 The Politics of English (Book 2)
Why is it important for students to appreciate the various cultural or religious backgrounds of groups that make up the Australian Nation? VELS Level 2.
COMMUNITY PARTNERS PROGRAMME CPP Australian Government Programme FOR ELDERLY PEOPLE FROM ETHNIC COMMUNITIES.
Language Rights: Education – Indonesia & Ghana
East Timorese online language practices (crossing borders)
Constructing the Field Site (Multi-Sited and Virtual Ethnography)
Torquay College P-9 Weaving Asian understandings into our curriculum.
Community Building in Latino America
© Shuang Liu, Zala Volčič and Cindy Gallois 2015
Case Study 5: Cultural Hybridity
Globalization and National Cultures.
Why look at both Australian and Indonesian societies in interrogating equality and difference? And why focus on gender roles and status?
Globalization and National Cultures.
International Migration
‘Moving Image and the Academy’
Conflict Resolution in Higher Education: the Usefulness of Conflict Analysis Tools to Reflect and Engage Diaspora in Peacebuilding Dr. Siew Fang Law,
Globalization and Identity
L23A: Sociology of Language
Chapter 6 review.
Unit 1 – Chapter 4 Global Challenges
“When we engage with media we both act and are acted upon, use and are used.” Daniel Chandler.
Literature of Malaysia
What is a Nation? A self-identifying group or community based on such factors as a common culture, history, language, ethnicity and religion.
Culture’s Dominant Factors
Workplace Readiness Skills: Personal Qualities & People Skills
Multiculturalism.
Constructing the Field Site (Multi-Sited and Virtual Ethnography)
1. Type questions into GoToTraining “chat” text box; they will be addressed during the Q&A after the presentation. 2. Consider joining CCSN (
NB#3 Global Cultures Ch.4 Sec.2 Notes
MINORITY RIGHTS IN EDUCATION
Cultural Diversity: Assimilation or Integration?
Chapter 4 : Lesson 1 Global Cultures.
Intercultural understanding and ACARA
5th International Conference on ELT in China, May 2007 Motivation and motivating Chinese students in the language classroom – Transition to UK Higher.
PERSONAL PROJECT ALENA RABILI.
political independence ≠ cultural independence
New Canadians in 2010 Lessons about the Transition to English
Globalization and Identity
Mapping multilingualism in research practice: the view from two research networks Colloquium at BAAL 2012 Co-organisers: Prue Holmes, Durham University.
New Canadians in 2010 Lessons about the Transition to English
Presentation transcript:

John Hajek Susana Afonso Francesco Goglia Representation(s) of East Timor(ese): a comparison of Portugal, the UK and Australia John Hajek Susana Afonso Francesco Goglia

Presentation plan Some basic notions Timorese online in UK Timorese online in Portugal and, in particular: Timorese online in Australia

Diaspora and cyberspace A focus on diaspora and cyberspace reveals communities as dynamic entities Transnational relationships link members of diasporas to each other as well as to people and institutions back home. One view is that online East Timorese are engaged in articulating and revising Timoreseness. But is that really the case? Is there one Timorese diaspora?

Language and identity in the digital space Online vs offline: Global vs. local Public vs. private Through language use, speakers foreground aspects of their identity/ies in line with the new online situations in which they find themselves (Jones, 2011; Page, 2012). Infinite number of contexts overlapping (Wesch, 2008): Online negotiation of language use Presentation of aspects of their identity to a variety of audiences simultaneously (Jones and Hafner, 2012: 152)

Are there no digital boundaries? Online interlocutors are grounded in offline cultures defined by particular boundaries (national, ethnic, religious, etc.) (Danet and Herring, 2007) These (typically offline) boundaries might be present in online identity construction.

East Timorese pages in the UK Timorese associations’ projected symbols of Timoreseness: National celebrations Religion Traditional dance, costumes and crafts Football (Martin-Jones and Cabral, 2015) British traditions celebrated by Timorese (e.g. Halloween) Flag and tais are very pervasive symbols Struggle for independence is also featured Issue with oil and Australia also features but not primary

Flags, tais and religious iconography

Online confirmation of cultivation of East Timorese memory and history

Local integration: Halloween

East Timorese page in Portugal Académicos timorenses de Coimbra High level of Portuguese online – limited use of Tetun. Specifically Timorese identity is most evident in repeated images of cultural traditions, e.g. traditional dance in traditional dress

Australian context: the ET born ‘Large’ established East Timorese community Overwhelming bulk of East Timorese born arrived as refugees (directly or via Indonesia or Portugal) New (very) small wave: East Timorese students They are divided into 2 major groups Timorese Timorese (Timor oan) Chinese Timorese

Year of arrival in Australia

TECC Vic

TECC Vic

Chinese x Timorese crossing over: soccer

Soccer pt 2 Repost only in English

Timorese community in Darwin

Timorese Community in Darwin

Timorese Community in Darwin – religious notice

Timorese Community in Darwin

Timorese community in Darwin

Timorese Community in Darwin

METAC (Melbourne East Timorese activity centre)

Australia’s very different ET diaspora

Language at home

Chinese Timorese in East Timor In Timor: kept distinct in Dili (Hakka, own school, educated in Mandarin, and later also obligatorily with Portuguese). Limited mixing (mostly in outlying areas) Timor’s commercial class (97% of all businesses) Linguistically very visible and audible – distinct Tetun, use of Chinese characters and naming practices Mass refugee arrival in Australia (1976-1979)

An online comparison: different vantage points Australian Timorese Chinese community – inward facing, self-reliant, apolitical, no use of Timorese symbols, language, etc… (except in soccer – clearly related youth related) Australian Non-Chinese Timorese – outward looking, activist oriented, English-oriented British Timorese – partly inward facing, self-reliant, use of Timorese symbols, language

Offline reflects online and vice versa Timorese Chinese community – inward facing, self-reliant, apolitical, little or no use of Timorese symbols, language, etc… (distinct community – originally imposed and now maintained) • Non-Chinese Timorese: integrated in Australia and ET – the East Timorese involved are often highly educated and mobile – to and from ET

Language transitions and identity (1) Chinese Timorese: Hakka, Tetun ~ Portuguese, other ET languages In Australia: Hakka > English ‘Timor’ not foregrounded (2) non-Chinese Timorese: Tetun and other languages, Portuguese, Indonesian In Australia: Portuguese > Tetun (new LF) > English ‘Timor’ foregrounded

Concluding remarks Looking online allow us to look backwards, sideways and forward online and offline to understand both online and offline – with unexpected results. The communities in the 3 countries are very different. They reflect different histories in Timor (Chinese v non-Chinese) as well as different chronologies (post-1975 v post-2000), different migration types (refugees v work seekers) and different degrees of integration (Portugal vs Australia vs UK).