Henry: Mixedness as Tangible. a lot of mixed race people, but [pause] do we know who we are, do ‘there’s we know where we’re coming from’ (115-116) being mixed race ‘and like’ (382) mixed race like I just walk, like, down the street and I think to myself I ‘being know who I am.’ (434-435) was mixed race like (455) ‘she me’ be like yeah mixed ‘I’d I’m race.’ (685) Whilst Henry creates a strong sense of non-White as unifying, he ‘otherness’ also talks about frequently, identifying himself and others as within ‘mixed race’ this group. His language use creates the imagery of as a tangible, ‘mixed race’ definable phenomena, encompassing a set of criteria which ‘mixed race’ people possess. Henry reflects an image of him as part of the ‘mixed race’ group. His dialogue creates a sense that he understands the criteria for being mixed race, as would other people. ‘mixed race’ Research Question B) do mixed young people interpret their ‘How experiences of childhood and education?’ This section of analysis focuses on interpretations of their participants’ experiences of childhood and education. The analysis focuses on distinct aspects of childhood and educational experiences, and attempts participants’
Henry: Mixedness as Tangible. ‘there’s a lot of mixed race people, but [pause] do we know who we are, do we know where we’re coming from’ (115-116) ‘and being mixed race like’ (382) ‘being mixed race like I just walk, like, down the street and I think to myself I know who I am.’ (434-435) ‘she was mixed race like me’ (455) ‘I’d be like yeah I’m mixed race.’ (685) Whilst Henry creates a strong sense of non-White ‘otherness’ as unifying, he also talks about ‘mixed race’ frequently, identifying himself and others as within this group. His language use creates the imagery of ‘mixed race’ as a tangible, definable phenomena, encompassing a set of criteria which ‘mixed race’ people possess. Henry reflects an image of him as part of the ‘mixed race’ group. His dialogue creates a sense that he understands the criteria for being mixed race, as would other ‘mixed race’ people. Research Question B) ‘How do mixed young people interpret their experiences of childhood and education?’ This section of analysis focuses on participants’ interpretations of their experiences of childhood and education. The analysis focuses on distinct aspects of participants’ childhood and educational experiences, and attempts
Exploring%20the%20childhood%20and%20educational%20experiences_Final.docx