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Title: Colony to metropolis : an analysis of the cultural orientation of Kenyan Asians in England
Author: Shah, S.
Awarding Body: Institute of Education (University of London)
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1984
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The purpose of the study is to analyse the cultural orientation of two generations of those Asians now in England whose families, having emigrated from India to Kenya, present an example of 'double migration'. Special attention is given to their attitudes to English culture, in the context of their move from an ex-colony to the metropolis itself. It also examines the significance of organized education for children in Britain, against the background of the parents' cultural and educational experiences in Kenya. In order to highlight the everchanging nature of cultures the emphasis is on cultural orientation rather than culture. The process of cultural change for newcomers in a society thus replaces the purely descriptive account of cultural characteristics that the latter term entails. The basis for the analysis is a series of models of the context of cultural change. Reference group theory is used to demonstrate the influence of more than one culture on the individual's values and attitudes. The four hypotheses put forward relate to a comparison of the parents' attitudes to English culture in Kenya and in England, the changes in their cultural orientation, and a comparison between the attitudes of the parents and the children to English culture, their cultural orientation, and the role of organized education in children's enculturation. The source of the data are 20 families; parents and children between the ages of 15 and 27 were interviewed in English/ Gujarati/Hindi. The study reveals that the Kenyan Asian groupings are more heterogeneous than the available literature has indicated. Being of an exploratory nature, the research reveals the gaps in our knowledge about Kenyan Asians. It shows up the confusion in thinking and practices as far as the concepts of culture and multicultural education are concerned. It is evident from the dissertation that the bases on which people's perceptions of different cultures are formed are more complex than is often assumed to be the case. Formal education tends to be given undue prominence in this process, whereas a more global approach to the total context of the child's education presents a more realistic picture.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available