Migrant women, place and identity in contemporary women's writing

While recent scholarship on migration has reflected growing attention to gender, and to the intersectionality of race, gender and sexuality, there has been little focus on women's emotional and bodily responses to migration in the context of larger structures of sexism, racism, and the legacies of colonialism. In this paper I examine some literary portrayals of how migrant women's relationships with specific places of origin and settlement, both steeped in structural relationships of unequal power and experienced on an immediate, psychological and bodily plane, are fundamental to migrant women's changing sense of belonging and identity. Jamaica Kincaid in her novel Lucy, Tsitsi Dangarembga in her novel Nervous Conditions, and Dionne Brand in the opening poems of her volume No Language is Neutral evoke some of the complex ways in which migration can affect women's lives and identities, thus both complementing and critiquing some contemporary theorisations of migration and migrant identities

The body unbound: ritual scarification and autobiographical forms in Wole Soyinka’s Aké: the years of childhood

The scarification in Aké is invested with major significance apropos Soyinka’s ideas on African subjectivity. Scarification among the Yoruba is one of the rites of passage associated with personal development. Scarification literally and metaphorically “opens” the person up socially and cosmically. Personal formation and self-realization are enabled by the Yoruba social code brought into being by its mythology. The meaning of the scarification incident in Aké is profoundly different. Determined by the form of autobiography which creates a self-constituting subject, the enabling Yoruba sociocultural context is elided. The story of Soyinka’s personal development is allegorical of the story of the development of the modern African subject. For Soyinka, the African subject is a rational subject whose constitution precludes the splitting of the scientific and spiritual which is a consequence of the Cartesian rupture. The African subject should be open to other subjects and the object world. Subjectivity constituted by the autobiographical mode closes off the opening up symbolically signalled by scarification.Web of Scienc

Communicating employability: the role of communicative competence for Zimbabwean highly skilled migrants in the UK

Skilled migration is an increasingly important topic for both policy and research internationally. OECD governments in particular are wrestling with tensions between their desire to use skilled migration to be on the winning side in the ‘global war for talent’ and their pandering to and/or attempts to outflank rising xenophobia. One aspect that has received relatively little attention is skilled migration from the African Commonwealth to the UK, a situation in which skilled migrants have relatively high levels of linguistic capital in the language of the host country. We focus here on the case of Zimbabwe. In spite of its popular image as a failed state, Zimbabwe has an exceptionally strong educational tradition and high levels of literacy and fluency in English. Drawing on 20 in-depth interviews of Zimbabwean highly skilled migrants, we explore the specific ways in which the communicative competences of these migrants with high formal levels of English operate in complex ways to shape their employability strategies and outcomes. We offer two main findings: first, that a dichotomy exists between their high level formal linguistic competence and their ability to communicate in less formal interactions, which challenges their employability, at least when they first move to the UK; and second, that they also lack, at least initially, the competence to narrativise their employability in ways that are culturally appropriate in England. Thus, to realise the full potential of their high levels of human capital, they need to learn how to communicate competently in a very different social and occupational milieu. Some have achieved this, but others continue to struggle

The role of education in development: an educationalist’s response to some recent work in development economics

This paper delves beneath the widespread belief that education (often repackaged as human capital) is important in development to consider the role that the discipline of education plays in shaping the wider discourses of development. In particular, it will explore recent texts by important figures in development economics (Collier, Easterly, Sachs and Stiglitz) to see what they say (and don’t say) about education’s role in development and to contrast this with educationalists’ accounts. This will lead on to a consideration of what the implications of such a reading are for the field of international and comparative education. The paper concludes that the relative marginalisation of educational accounts in mainstream development thinking is a major challenge to which international and comparative education needs to respond