https://orcid.org/0000-0002-0506-7728
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ABSTRACT
Diaspora communities use school education as a central way to reproduce their identity throughout generations. However, religious institutions, clubs and specific events can also perform a role in reproducing the groups’ cultural identity, working as non-formal spaces of education. We examine how diasporic Armenian families in Brazil perceive the roles that formal and non-formal education play in supporting the conservation of their Armenian identity. The paper draws from an ethnographic study conducted in Armenian ethnic institutions in Sao Paulo. Participants expressed having ambiguous feelings towards these organisations, valuing their educational features distinctly. While they do not perceive the everyday practices of the Armenian school as having a central role in reproducing cultural identities, they acknowledge that non-formal educational spaces and one-day events are pivotal to celebrate these identities.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. We acknowledge the difference between non-formal education and informal learning but opt to use non-formal education throughout the text to stress the importance of institutional practices.
2. As primary schools in France have an extra day off on Wednesdays, this is the day used by diasporic communities for their ethnic schools.
3. Founded in the end of the nineteenth century, the Dashnaktsutyun is the largest political party of the Armenian diaspora. It presents itself as a revolutionary and socialist party.
Additional information
Notes on contributors
Pedro Bogossian-Porto
Pedro Bogossian-Porto holds a PhD in Anthropology in Sociology from the Université de Paris and is an independent researcher.
Thi Bogossian
Thi Bogossian is a PhD Candidate in Sociology of Education at the University of Surrey.