I decided to speak about visual piety to two of the women in my research, Amber and Syrah, who both wore the hijab. Their friendship blossomed when they realised that they both shared a similar lifestyle and religious outlook. More importantly they share a love of fashion, and they exchanged ideas and tips with one another about how to combine style and modesty.
Muslim Fashion. Source: Shawn Sun (www.flickr.com/photos/abayatrade) (CC BY-SA 2.0)
It seemed a common assumption among the people I came across that studying my own society would be an easy task because of my familiarity in terms of language, customs and values. Many were also under the impression that people are more accommodating, open and trusting towards those who share a common background. These assumptions were greatly misleading. The fact of the matter was, in my case at least, that being a native anthropologist meant people were reticent about divulging information because of the fear of confidential information being leaked, leading to gossip in the community.
I began fieldwork in October 2012 in South Manchester which involved following the lives of a core group of twelve women over a period of fourteen months. These women became the participants in my study. Initially I had interviewed approximately 80 women, including friends and family of my participants, as well as other women who could not commit to participating because of longer periods of time involved.
Participating in my research gave the women an opportunity to express their views and concerns about issues such as prejudice and inequality, and to share their experiences of being middle-class British-Pakistanis in Manchester.
This is the first in a series of posts from Dr Noreen Mirza, sharing stories from her research into the experiences of middle class British-Pakistani women in Manchester. First, how her own formative experiences underpin her research.
Being a second-generation British-Pakistani and Muslim woman growing up in 1980s Manchester, in a predominantly white neighbourhood, I remember the deep desire to be the same as the other children I played with in my neighbourhood and at school. I was aware of the difference in my skin colour, heritage and religious background, as all the children I played with were white British Christians. The yearning to be the same stayed with me into my teenage years and later influenced the subject of my PhD thesis, on middle class British Pakistani women in Manchester.
As I embarked on my research, I felt that the image of British-Pakistanis in the media was a misrepresentation and not a true reflection of a lot of British-Pakistanis like myself. I wanted to explore class identity and show the diversity among British-Pakistanis. We are not a homogenous group and our experiences and upbringing has a profound impact in shaping who we are.
Noreen as a child and her mother. Courtesy Noreen Mirza
A couple of weeks ago I (Hannah) wheeled a precariously-laden trolley of archive boxes over the road to the Friend’s Meeting House, to be the source material for a day-long research workshop for undergraduate History students. Reblogged from History@manchester, here are Dr Kerry Pimblott’s reflections on what was a hugely inspiring day for all of us.
The key to a more just future lies in a real reckoning with our collective pasts.
At least that was the thinking of the eminent scholar-activist, W. E. B. Du Bois. Writing in February 1905 – at the height of what many consider ‘the nadir’, or lowest point, in American race relations – Du Bois stated,
We can only understand the present by continually referring to and studying the past: when any one of our intricate daily phenomena puzzles us; when there arises religious problems, political problems, race problems, we must always remember that while their solution lies here in the present, their cause and their explanation lie in the past.
Du Bois’s call to ‘look-back-to-move-forward’ rings no less true today than it did over a century ago. Last week it was this dictum – in a new nadir typified by the twin tragedies of Grenfell…
Becki Kaur has recently submitted her PhD, which explores how professionals working in the domestic abuse sector understand, explain, and address ‘honour’-based violence. We’re excited to have her working with us on a six-month project to develop the library’s resources on this very important topic.
I’ve heard some people say that, by the time it gets to the end of their PhD, they’ve fallen out of love with their research topic. In this respect, I consider myself fortunate. Although the nature of my area of research – ‘honour’-based violence – is (to put it nicely) deeply unpleasant, I feel as passionate about raising awareness of the subject as I did when I started my research journey four years ago. So, when the opportunity arose to work with the Ahmed Iqbal Ullah Race Relations Resource Centre (AIUC) to help develop ‘honour’-based violence-related resources, I didn’t have to be asked twice! Continue reading →
Hattie Charnley-Shaw has been working with us on the Hip Hop Collection project. Here she explains a bit about the project, about Hip Hop Studies and Hip Hop Education, and reflects on her work to date.
There’s no denying that Hip Hop is one of the most popular music genres in the world. Nor is there any denying that it has become a worldwide phenomenon in the realms of culture, fashion, and the visual arts too. Its existence in the world of education however, is far less widespread or acknowledged.
Libby Turner, a recent English and American Studies graduate from the University of Manchester, reflects on our recent Hip Hop, Spoken Word and the Library event. (We’ll be posting more about the Hip Hop Collection project next week…)
‘Hip Hop, Spoken Word and the Library – Transcending Borders? Reflections on a Decade of Grime and Young Identity’, brought together Hip Hop and Grime scholars, poets, radio professionals and talented young people for an evening of discussion and performance.
The event marks the launch of a brand new resource at the Central library Ahmed Iqbal Ullah Race Relations Resource Centre – one that focuses on the themes of hip hop, grime, spoken word, education and social justice. Continue reading →
Most of us know the basics of using a lending library, and anyone who has studied history will have a grasp of what archives are, how they’re accessed and why they’re important. But seeing all of the possibilities of a collection for your particular area of study takes time; something many researchers don’t have. So we want to give you a few shortcuts, suggestions and an insider perspective, to help you make the best use of our archive and library collections.
Over the coming months our Honorary Research Associate Dr Alison Newby will be exploring the collection and putting together a series of blog posts about how it can be used. She’ll cover practicalities, such as how to use databases and collection information; she’ll highlight some collection strengths, such as studying oral histories; and she’ll also reflect on the issues that a collection like ours raises for research, such as reflecting a diversity of historical voices.
Alison is a historian by training, as well as a qualified coach working in the HE sector. For her, the roles of coach and historian involve using similar skills – including the abilities to see lots of different perspectives, and to pull together reflections based on the ‘stories’ people actually narrate. You can read about her coaching work here. On the history side, she completed her PhD on nineteenth-century American social and political history at the University of Manchester, and has been specialising in focused research projects bringing together race relations themes and materials from cultural institutions in the Manchester area. Having visited a variety of archives of different sizes in the UK and the USA, she is able to appreciate the strengths and weaknesses of each.
The posts in this Research Skills Series are aimed at researchers at all levels, so whether you’re just starting out with independent research or a school project, or you’re a seasoned researcher interested in maximising your time at the Resource Centre, we hope there will be something here for you. Check out the series to date (which includes some skills-focused past posts) in the Research skills category.
In this post Dr Claire Fox, our Academic Director here at the Resource Centre and Senior Lecturer in Criminology at the University’s School of Law, introduces a recent student engagement project and the Race and Crime blog post series.
Courtesy of Tandana Archive
The Resource Centre has a wealth of resources that are regularly accessed by members of the public, community groups and professionals, as well as staff and students from across the University of Manchester and beyond. However, we recently identified a bit of gap in our user groups – that of undergraduate students from some sections of our own university. Our collections are highly relevant to undergraduate study across a wide range of humanities disciplines, but facilitating students to come down from campus to our location in Manchester Central Library is an ongoing challenge. Continue reading →
Here are Daniella’s final reflections on her museum studies work placement with us. We’re pleased she gained so much from the experience, and she has been a real asset to us over the past five months. Student placements are a great way for us to bring in new ideas and fresh insights, especially when, like Daniella, students have professional as well as academic knowledge and experience to contribute.
Thankfully we’re not saying goodbye to Daniella just yet – she’ll be staying with us on a voluntary basis throughout the summer to continue her work documenting and promoting the Coming in from the Cold project.
I chose the Ahmed Iqbal Ullah Race Relations Resource Centre and Education Trust for my placement, before even starting the MA Art Gallery and Museum Studies (AGMS) programme. In the first couple of weeks of September 2016, I met the Director, Jacqueline Ould, and a few staff members at a talk they hosted alongside the Black Cultural Archives. I immediately liked their work, which reminded me of what I do home in Trinidad and Tobago, at the Culture Division. Right there, I knew the Centre and Trust was the place for me!
A photograph of me taken by my supervisor Hannah Niblett
The Ahmed Iqbal Ullah Race Relations Resource Centre and Education Trust are two organisations with a common goal; to capture the life stories of Black and Minority Ethnic (BME) communities in Manchester. They are named after Ahmed Iqbal Ullah, a Bangladeshi boy who lost his life defending a…