Immigration in the 21st century: Identity, Membership and Belonging

Statistics demonstrate that immigration- the movement of people from one country to another - is on the rise. For example: There are 175-200 million immigrants and refugees worldwide, more than double the number of immigrants 30 years ago.

Statistics demonstrate that immigration- the movement of people from one country to another - is on the rise. For example:

• There are 175-200 million immigrants and refugees worldwide, more than double the number of immigrants 30 years ago.
• One out of every 35 people on Earth is an international migrant.

Dilemmas about identity and membership emerge as countries grapple with the tension between maintaining a national culture and welcoming new immigrants, and the distinct ideas, languages, religions and traditions they bring. While these tensions have always been present as people moved from one culture to another, the fear of terrorism provoked by the events of 9/11, as well as increasing economic globalization, distinguish today's immigration discussion from those of the past. These dilemmas are especially prevalent in Europe whose population has historically been overwhelmingly white and Christian. Recent immigrants from former colonies - many of them Muslims - have not only changed the religious identity but also altered its ethnic make up.

Below are a selection of recent articles from a variety of news sources that address current issues in immigration in the United States and Europe as they relate to themes of identity, membership and belonging. They raise important questions such as:

• What does it mean to be a member of a nation? What does it mean to be American, Algerian, French or Mexican? How is that different than being a member of a community, a religion, or an ethnic group?
• Who should decide who is included in a nation's citizenry and who is excluded, and what are the implications for those who are excluded? What different issues emerge for "legal" and "illegal" immigrants?
• What happens when immigrants to democratic societies not only bring different ways of dress or food preferences, but also traditions and values?
• If immigration is inevitable, why is it often such a difficult process for both the immigrant and the country receiving new immigrants? Why have increases in immigration rates often gone hand-in-hand with a rise in prejudice and policies of exclusion?
• When does immigration put stress on the delicate relationships between groups within a country? How can a thoughtful understanding of immigration help us imagine solutions to some of the conflicts between "we and they" we see in the world today?

Related News Articles

Dan Bilfesky and Ian Fisher. “Across Europe, Worries on Islam Spread to Center,” New York Times (October 12, 2006): This article illustrates how issues of prejudice and stereotyping come to the forefront when societies confront a rise in immigration. (Note: To access the New York Times article, you may need to register on their website. Registration is free and it gives you access to archived articles.)

Cindy Chang, “As American as Vartan, Luis, and Na,” New York Times (October 12, 2006): This article addresses the issue of identity by exploring the choices immigrants make when deciding what to call themselves. (Note: To access the New York Times article, you may need to register on their website. Registration is free and it gives you access to archived articles.)

Safa Suling Tan, “Since 9/11, students bullied for being Muslim in schools,” The Muslim News, Issue 211 (November 24, 2006): In this article, several Muslim students whose parents are immigrants to Britain describe feeling harassed because of their religious identity. This article highlights the complexity of Muslim immigrants’ integration into historically Christian Europe, especially in the post 9-11 context.

Judy Woodruff, “Young Muslim Americans Struggle with Identity,” National Public Radio, Morning Edition (September 14, 2006): This interview of two Muslim-American sisters provides an engaging account of how immigrants grapple with questions of identity and belonging.

The World, “Racial Violence in France,” Public Radio International (December 4, 2006): This radio report discusses the relationship between antisemitism, xenophobia, and anti-immigrant attitudes in France by focusing on soccer fans in Paris. A recent incident resulted in the shooting of a soccer fan by a policeman who was attempting to protect a Jewish fan from a mob.

Connections

1. Education Professor Carola Suarez-Orozco argues, "Increasing globalization has stimulated an unprecedented flow of immigrants. These newcomers – from many national origins and a wide range of cultural, religious, linguistic, racial and ethnic backgrounds – challenge a nation's sense of unity. Globalization threatens both the identities of the original residents of the areas in which newcomers settle and those of the immigrants and their children.” Ask students to reflect on their experiences as immigrants and/or with immigrants. Do their experiences support Prof. Suarez-Orozco’s statement? Why might immigrants feel as if their identity is threatened when they move to a new place? Why might residents feel as if their identity is threatened when immigrants move into their community? You can also discuss these questions in the context of one of the suggested readings listed below.

2. Professor Martha Crenshaw of Wesleyan University writes, “There’s a majority sentiment in Europe that is ‘uneasy’ [about] whether or not Muslims are going to assimilate, how they’re going to assimilate, and what the consequences will be if they assimilate or not... Because if they do assimilate, even a very thorough assimilation will change the society and if they don’t you have a growing unassimilated population...” Ask students to consider the pros and cons of assimilation for immigrants and for the residents of their new country. Is it possible for immigrants to assimilate without changing the society in which they live? Is this desirable? If so, for whom? What are the dangers of an immigrant population that does not assimilate to the mainstream culture at all? Imagine a continuum with one side labeled “melting pot” and the other side labeled “salad bar.” Discuss the difference between these two metaphors for immigrant responses to living in an adopted homeland. Where should immigrants be on this continuum? Can students come up with a new metaphor to represent what they think is the best response to the question, “What should be the relationship between immigrants and their adopted homeland?”

3. Historically, schools, especially public schools, have played an important role in “enculturating” immigrants to their new culture. In 19th century American schools, this was often referred to as “Americanization.” Indeed, Professor John Bowen of Washington University asserts, “Everybody agrees that the schools are the place to make fully-functioning citizens out of the immigrant community.” Ask students to consider how their school plays a role in helping immigrant students adapt to their new home. To what extent should schools play a role in helping immigrants assimilate? How might schools best support immigrant students?

4. In The Souls of Black Folk, W.E.B. Du Bois described having “two souls, two thoughts, two unreconciled strivings” in his life as an African American. Some considered this “double consciousness” as a handicap. Professor Suarez-Orozco describes how the children of immigrants “creatively fuse aspects of two or more cultures – the parental tradition and the new culture or cultures.” In this way, she explains that individuals might not have to choose between cultures, but that they can assume a “transcultural identity.” Professor Henry Louis Gates, Jr. argues, “double consciousness, once a disorder, is now a cure.” Can students find evidence from their own lives and popular culture of the concept of “transcultural identity?” What do they think of this concept? Does it only pertain to immigrants?

5. Where do we get our news about immigration issues? How does the source of this news influence the information we read or hear? Many immigrant communities have their own newspapers and web sites. For example, The Muslim News describes itself as a news source for the Muslim community in England. Compare the article “Since 9/11, students bullied for being Muslim in schools,” published by The Muslim News to the article “Across Europe, Worries on Islam Spread to Center” reported by the New York Times. How does each reporter describe Muslim immigration in Europe? Notice both the facts described in the articles as well as the tone used by the reporters. What is the role of media in fostering (or diminishing) a sense of membership within nations and within particular communities? To what extent can the media influence our individual, group, and national identity?