A ‘culturally unsafe’ space? The Somali experience of Christchurch secondary schools

Abstract

Abstract: School should be a ‘culturally safe’ place, particularly for those students in Christchurch who challenge the city's reputation as a culturally homogeneous space and are thus frequently open to discrimination. A case study focusing on Somali refugee adolescents highlights that Christchurch's secondary schools – like those elsewhere in New Zealand – are not a culturally safe, certain space for all students but rather spatially reconstruct inequalities of gender, class and ethnicity. Yet, Somali students are not passive victims, for they have actively renegotiated these spaces within their schools with varying degrees of success.