European Identity - Individual, Group and Society - HumanitarianNet

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214 EUROPEAN IDENTITY. INDIVIDUAL, GROUP AND SOCIETYMadeira Island (though one of them was born and lived in Venezuelauntil she was three years old). Their parents were also from the Islandand emigrated to England for economic reasons. All the girls startedtheir formal schooling in Madeira and moved to England in the lastyears of primary school (year 5 or year 6) or during secondary school.They were between 9 and 14 years of age at arrival in the UK. Thus,their total stay in England varied from less than one year to a maximumof six years.Talking to the students and their parents, we learnt that thePortuguese community in the area was well networked. When theyrecounted the emigration process most referred to having a relative ora friend already working or living in the area, who influenced theirdecision. The informal community networks were claimed to beessential to the family’s survival. Within these networks, communitylanguage «translators» enabled relationships with employers, banks,schools, housing and health services to be established. This role whichinitially may have been adopted by a relative or acquaintance, notnecessarily living in the household, was eventually replaced by thehousehold member more fluent in English —that is, the school child.As soon as the parents perceived their child as a competent speaker ofEnglish and able to negotiate local practices, they required the child toact as their «translator». Not only are they encouraged to adopt thisrole for their parents, but also for their friends or extended family. Thefollowing extract from Gorete’s mother illustrates how she saw herchild growing competent in this particular role and how important thiswas in sustaining the independence of the household. It liberates thefamily from the dependency on outside members, who sometimes arenot available due to their own living and working circumstances.(Teresa: When your daughter has to go to the doctor, do youneed to take someone else because she does not manage yet?) No.Now she is managing to go, because she is already going withpeople who asked her. Up there, where I live …. She asks «Gorete,would you come with me there?», because she is also Portugueseand she arrived here at the same time as I did. But, she also does notmanage very well. But, when I have a doctor appointment or when Ihave to do something … a paper that is needed … Paper work inEnglish I do not manage. One needs a person … translating so that Ican answer. But she is already coming. She goes to the bank, to theshop, to the coffee shop and she manages. When I do banking, shecomes and helps me. When I need money, that I cannot take fromwhat I have in cash, she goes in (bank branch) and the people tell her«take from the automatic machine» that she knows. She goes to thedoctor with people.(…) She goes because she is managing. That is
THE DEVELOPMENT OF CULTURAL IDENTITY(IES) OF PORTUGUESE ... 215what I actually also like because I also … People can’t always comewith us when we need them to.”In short, the family needs require their children to develop biculturalidentities. The children master English language for socialfunctions very fast, in contrast to adults whom for a variety of reasonsdevelop more slowly (such as their age, their work, and their level ofschooling). The children are the ones who can establish bridgesbetween the community of Portuguese adult immigrants and key localinstitutions (this includes their schools, see Abreu, Silva and Lambert,2001b).When being Portuguese becomes being differentNadia, a 15 year-old girl, articulated how this role she wasassuming in relation to her family, contributed to making her different.On one hand, it made her feel important. On the other hand it stressedthe difference between her position as a member of a Portuguesefamily and what she perceived to be the position of most girls of herage in an English family. She viewed her role as opposite to that of herEnglish colleagues and claimed that, “Their parents go with them» and«I go with my parents”. There is a clear inversion of the traditionalparent versus child’s roles.(Teresa: How do you feel as a helper?) I feel important! I feeluseful because I can speak the languages and so on … it is also veryembarrassing for me because no one, of my age does that with theirparents. That is … I mean, Carmo does. The Portuguese all do butthe English don’t. (…) It is to the contrary. Very often when they goto the doctor, their parents go with them, but I have to go with myparents. It is different …Nadia claimed that being different for her meant being Portuguese.This for her was a source of pride and a cultural identity that she wasnot ashamed to be associated with. Although, at the same time, beingdifferent was perceived as the source of difficulties in being acceptedor properly integrated into the English peer group at school. As shesaid:I like being different because I am not ashamed of beingPortuguese. And, I like this because I feel lucky to be able to speakthree or four languages. I like being this way…however, sometimes, …If I was more like them, they would not point us out as beingdifferent. And, we are different! (Teresa: Do you think that all the
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Inés María Gómez-Chacón (ed.)Eu
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European Identity.Individual, Group
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ContentsIntroduction . . . . . . .
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CONTENTS 914. The Construction of E
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12 EUROPEAN IDENTITY. INDIVIDUAL, G
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Opening AddressCamino Cañón Loyes
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OPENING ADDRESS 29throughout histor
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OPENING ADDRESS 31—To gather expe
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OPENING ADDRESS 33European nature a
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1.What do we Mean When we Say Europ
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WHAT WE MEAN WHEN WE SAY EUROPE 39W
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WHAT WE MEAN WHEN WE SAY EUROPE 41O
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WHAT WE MEAN WHEN WE SAY EUROPE 43u
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WHAT WE MEAN WHEN WE SAY EUROPE 45e
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WHAT WE MEAN WHEN WE SAY EUROPE 47A
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3.Europe, from the Institutional Re
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EUROPE, FROM THE INSTITUTIONAL REFE
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4.The European Dimension of Educati
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THE EUROPEAN DIMENSION OF EDUCATION
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100 EUROPEAN IDENTITY. INDIVIDUAL,
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6.European Programmes from SpainEnc
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EUROPEAN PROGRAMMES FROM SPAIN 113(
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EUROPEAN PROGRAMMES FROM SPAIN 115S
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EUROPEAN PROGRAMMES FROM SPAIN 117s
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EUROPEAN PROGRAMMES FROM SPAIN 119A
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7.Is the European Model Being Rejec
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IS THE EUROPEAN MODEL BEING REJECTE
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IS THE EUROPEAN MODEL BEING REJECTE
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8.Boderline Europeans:Nationalisms
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BODERLINE EUROPEANS: NATIONALISMS A
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9.Difference as Destabilizing Facto
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DIFFERENCE AS DESTABILISING FACTOR
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Page 164 and 165: 164 EUROPEAN IDENTITY. INDIVIDUAL,
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IMAGES OF EUROPE: THE PERSPECTIVE O
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22.The Construction of European Ide
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THE CONSTRUCTION OF EUROPEAN IDENTI
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