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'Am I Less British?' focuses on the children of refugees and immigrants in North London, whose parents migrated from Turkey.

Providing a rich ethnography of the lives of the children, the book studies their sense of identity, belonging and their transnational experiences. It aims to understand how the children position themselves within a range of locations (London, North London and Turkey), where they face class hierarchy, racism and discrimination, and explores how they think about their sense of belonging within the contemporary political context in Britain and Turkey. De-identifying themselves from national identities and holding onto the oppressed identities appear as new forms of resistance in response to racism and exclusion.

The experiences of the young people reflect the complexity of their lives in changing political and social circumstances across the borders of nation-states, and the importance of other categories of identity, including local identities. Overall, the book argues that the intersections of local, national and transnational approaches, the political context through which the lives of young people are framed, and their sophisticated engagement with ideas of race, class, ethnicity and gender, are crucial in understanding their identity formation.

Praise for 'Am I Less British?'

'This is a nuanced and deeply researched study of the changing meaning of identity, citizenship and belonging in today's Britain. Drawing on her research in London among the children of Turkish migrants and Kurdish refugees, Şimşek makes an important intervention in the conversations on Britishness that are helping to shape our society.'

John Solomos, University of Warwick

"Am I Less British?" is a beautifully crafted ethnography of young Londoners whose parents are Kurdish and Turkish. Their voices sing out from its pages and question what it means to be British and the exclusions that block an equal access to belonging and full citizenship. A brilliant, stunning and urgent analysis of young multicultural lives.'

Les Back, University of Glasgow

'This is a wonderful addition to our understanding of conviviality in a postcolonial city. Here we learn from new generations of Londoners as they contend with what it means to feel at home, in any place, at any time.'

Vron Ware, author of Who Cares about Britishness? (2007)

Çagdas egitim tarihi, gençlerin karmasik dünyayi anlamalarina yardimci olmak için, özellikle tartismali konulari tarafsiz ve dengeli bir sekilde incelemelerini saglayaca entelektüel becerilerle donatmayi amaçlar. Bu sebeple yazilan ders kitaplarinin da ötekilestirmeyen/dislamayan bir dili ve içerigi benimsemesi beklenir. Bu durum, hem insan hak ve özgürlüklerinin hem uluslararasi hukukun hem de çagdas demokrasinin bir geregi olarak kendini gösterir. Buna karsin tarih ders kitaplari, yazildigi ülkenin/toplumun egemen görüslerini mutlaka yansitir. Bu, bazen dogrudan kalip yargilari içerirken, çogu zaman çok katmanli sosyo-kültürel ve tarihsel temeller üzerine insa edilen komplike bir anlatimla sunulur. Son derece kompleks ve interdisipliner materyaller olan tarih ders kitaplari, ülkelerin hem kendi hem de ötekilerine dair imge ve bir anlamda bunlarin toplami olan imajlari ögrenmede önemli kaynaklardir. Dünyada Türk Imaji baslikli bu kitapta, 38 ülkenin lise tarih ders kitaplarinda Türklerin/Osmanlilarin nasil yer buldugu sorusuna cevap bulunmaya çalisilmistir. Osmanli cografyasi basta olmak üzere, dünyanin kuzeyinden-güneyine, dogusundan-batisina kadar pek çok önemli ülkeyi kapsayan çalisma, dünyada Türk imajinin genel bir fotografini ortaya çikarmayi amaçlamistir. Bu amaçla Yunanistan, Bulgaristan, Makedonya, Bosna-Hersek, Sirbistan, Hirvatistan, Kosova, Romanya, Macaristan, Polonya, Suriye, Ürdün, Misir, Iran, Israil, Suudi Arabistan, Ermenistan, Almanya, Danimarka, Avusturya, Fransa, Ingiltere, Ispanya, Rusya, Çin, Hindistan, Malezya, Endonezya, Japonya, Güney Kore, Azerbaycan, Kazakistan, Kirgizistan, Özbekistan, ABD, Arjantin, Kolombiya ve Avustralya tarih ders kitaplari incelenmistir. Her bir bölümde, ilgili ülkenin genel egitim-tarih egitimi politikalarindan kisaca bahisle, Türk ve Osmanli tarihiyle ilgili konularin nasil islendigine odaklanilmistir. Olumlu ve olumsuz örneklerinin dogrudan sunulmasina ve bu örneklerden hareketle sonuç-degerlendirme yapilmasina dikkat edilmistir.

Die Autobiografie des 25-jährigen Yosef Simsek, geboren als Kind türkischstämmiger Eltern, die vor dem Bürgerkrieg im Libanon nach Deutschland geflohen sind. Simsek ist in Deutschland geboren und mit 6 Geschwistern in einer norddeutschen Kleinstadt zwischen deutscher und türkisch-arabischer Kultur aufgewachsen. Orientiert an den freien westlichen Werten gerät der Junge zunehmend in den Konflikt mit dem strenggläubigen Vater und seinen archaisch, patriarchalischen Ansichten. Einzig die Mutter hilft dem Sohn mit ihrem Verständnis und ihrer Liebe und hinterfragt die religiösen und kulturellen Traditionen. Mit 14 Jahren zeigt Simsek seinen Vater wegen häuslicher Gewalt an, worauf hin die Fehlinformationen des Vaters bezüglich des Asylverfahren ans Tageslicht kommen und die Familie in einer nächtlichen Abschiebeaktion in die Türkei zurückgeführt wird. Ohne Kenntnisse der türkischen Kultur und Sprache findet sich der Autor in einer ihm fremden Land wieder und muss sich dort neu orientieren. (2)