Cultural Identity and

Informal Education

Misako OkuyamaMisako Okuyama

Roehampton UniversityRoehampton University

AutobiographyAutobiographyin this researchin this research

To recall personally significant To recall personally significant emotional and aesthetic experiences emotional and aesthetic experiences that the artists believe influenced their that the artists believe influenced their present circumstances.present circumstances.

It is written in their own words and It is written in their own words and edited.edited.

Cultural IdentityCultural Identity

Cultural identity is the (feeling of) identity Cultural identity is the (feeling of) identity of a group of culture, or of an individual of a group of culture, or of an individual as far as she/he is influenced by her/his as far as she/he is influenced by her/his belonging to a group or culture belonging to a group or culture (http://en.wikipedia.org/wiki/cultural (http://en.wikipedia.org/wiki/cultural identity)identity)

Informal EducationInformal Education Includes learning at home, in community Includes learning at home, in community

places, from general media coverage in places, from general media coverage in every day life, and it often involves self-every day life, and it often involves self-learning. learning.

Although teachers in informal education Although teachers in informal education settings may not have formal settings may not have formal qualifications, this does not mean that qualifications, this does not mean that they have less experience and they have less experience and knowledge of pedagogy than formally knowledge of pedagogy than formally trained teachers.trained teachers.

Informal Art EducationInformal Art Education

teaching by artists and/or arts teaching by artists and/or arts organisations in informal education organisations in informal education settings, such as museums, galleries, settings, such as museums, galleries, community centres, youth centres, as community centres, youth centres, as well as by family members at home.well as by family members at home.

Some of the artists’ projects in this Some of the artists’ projects in this research also took place in formal research also took place in formal settings i.e. schoolssettings i.e. schools

6 Culturally Diverse Women Artists in London6 Culturally Diverse Women Artists in London

Teri HiltonTeri Hilton Thurle WrightThurle Wright Jennifer LewisJennifer Lewis Meera Sharon ChaudeMeera Sharon Chaude Fatima DjabriFatima Djabri Misako OkuyamaMisako Okuyama

Teri HiltonTeri Hilton

Teri’s identity as she explained it is a mixture of Teri’s identity as she explained it is a mixture of Jamaican (Afro Caribbean, Asian and European Jamaican (Afro Caribbean, Asian and European influences) from her grandparents and parents who influences) from her grandparents and parents who came to England from Jamaica, and British culture. She came to England from Jamaica, and British culture. She is strongly aware of this multicultural identity and is strongly aware of this multicultural identity and represents it in her artworksrepresents it in her artworks 、、 mainly photography, silk mainly photography, silk print and painting. Recently she has emphasised gender print and painting. Recently she has emphasised gender and racial issues in monochrome photographs.and racial issues in monochrome photographs.

Teri’s AutobiographyTeri’s Autobiography

As a young woman, my mother enjoyed As a young woman, my mother enjoyed contemporary pursuits like 'following' the latest contemporary pursuits like 'following' the latest fashion, listening to music (soul & reggae) fashion, listening to music (soul & reggae) watching cultural programmes (Omnibus, watching cultural programmes (Omnibus, South Bank - social issues and the arts, South Bank - social issues and the arts, documentaries, period dramas) …(Teri Hilton)documentaries, period dramas) …(Teri Hilton)

My mother was political and supported the My mother was political and supported the American ‘Black’ movement in the sixties. I American ‘Black’ movement in the sixties. I recall this accurately, as I painted one of the recall this accurately, as I painted one of the leaders (Angela Davis) at school (Teri Hilton).leaders (Angela Davis) at school (Teri Hilton).

Thurle WrightThurle Wright

Thurle was born in Zimbabwe, Thurle was born in Zimbabwe, Africa, and has lived in different Africa, and has lived in different places around the world, such as places around the world, such as Australia, Germany, Denmark, Australia, Germany, Denmark, France and England. She was France and England. She was influenced by her English parents influenced by her English parents and educated in schools based on and educated in schools based on the British system wherever they the British system wherever they lived. This is because her lived. This is because her grandparents and parents valued grandparents and parents valued their own English culture. She feels their own English culture. She feels neither English nor Australian. neither English nor Australian. From having lived in different From having lived in different cultures, she learned how to adapt cultures, she learned how to adapt to other cultures quickly, in to other cultures quickly, in particular, languages. This particular, languages. This experience influences her artworks experience influences her artworks which are based on language. which are based on language.

From Thurle’s AutobiographyFrom Thurle’s Autobiography

Our books, films, television, clothes, food etc Our books, films, television, clothes, food etc were all imported from England. England was were all imported from England. England was looked up to as the bastion of civilised culture. My looked up to as the bastion of civilised culture. My paternal grand- parents were English Methodist paternal grand- parents were English Methodist missionaries, carrying with them all the missionaries, carrying with them all the upstanding ‘English’ morals and values that they upstanding ‘English’ morals and values that they equated with the father land (Thurle Wright).equated with the father land (Thurle Wright).

My mother is an avid reader and would read to us My mother is an avid reader and would read to us from the adult novels that she enjoyed; I from the adult novels that she enjoyed; I remember ‘The Iliad and the Odessey’ taking up remember ‘The Iliad and the Odessey’ taking up the majority of one summer (Thurle Wright).the majority of one summer (Thurle Wright).

Jennifer LewisJennifer Lewis

Jennifer is a painter, designer and maker. She is a Jennifer is a painter, designer and maker. She is a Caribbean descent, was born and has lived in East Caribbean descent, was born and has lived in East London. Influences on Jennifer’s artwork include London. Influences on Jennifer’s artwork include colours, textures, the history, religion and folklore of colours, textures, the history, religion and folklore of Africa and the Caribbean. Africa and the Caribbean.

From Jennifer’s From Jennifer’s AutobiographyAutobiography

My mother was religious My mother was religious and I was sent every week and I was sent every week to study with a lovely to study with a lovely missionary. Ms Cooley who missionary. Ms Cooley who introduced me to Japan introduced me to Japan where she had worked. We where she had worked. We studied Japanese culture at studied Japanese culture at her house and she found me her house and she found me a pen pal. I think this was a pen pal. I think this was when I became aware of when I became aware of Japanese art and especially Japanese art and especially wood and paper cuts as she wood and paper cuts as she often gave us gifts from her often gave us gifts from her travels (Jennifer Lewis).travels (Jennifer Lewis).

My mother was not good My mother was not good at cooking, so my father at cooking, so my father used to cook fresh used to cook fresh Caribbean red foods. Caribbean red foods. fried fish and roasted red fried fish and roasted red fruits. I like his cooking fruits. I like his cooking

(Jennifer Lewis).(Jennifer Lewis).

Meera Sharon ChaudeMeera Sharon Chaude

Meera was influenced by parents whose values and beliefs are Hindu. Her artwork is inspired by both the Hindu religion and European stories. Because she grew up as a British born Asian girl, she creates hybrid characters from these two cultures, such as Alice in wonderland, Hanuman the monkey god, Dorothy from the Wizard of Oz and Kali the destroyer.

From Meera’s AutobiographyFrom Meera’s Autobiography

I I consider myself a British-born Asian. I had spent a large consider myself a British-born Asian. I had spent a large proportion of my childhood and teenage years feeling confused proportion of my childhood and teenage years feeling confused about my identity and home base as well as my cultural beliefs. I about my identity and home base as well as my cultural beliefs. I grew up in the 1980’s in what was then a predominantly white grew up in the 1980’s in what was then a predominantly white working class town; racism was a huge issue.working class town; racism was a huge issue.

In Kenya I grew up with an incredible amount of colour, which I In Kenya I grew up with an incredible amount of colour, which I think has influenced my work. My Gran and my mothers family think has influenced my work. My Gran and my mothers family love cooking and preparing food and it was something I grew up love cooking and preparing food and it was something I grew up with.with.

Food is important to me too – I enjoy preparing and cooking food Food is important to me too – I enjoy preparing and cooking food and find it a creative activity – this I felt is a direct influence from and find it a creative activity – this I felt is a direct influence from my cultural upbringing (Meera Sharon Chaude).my cultural upbringing (Meera Sharon Chaude).

Fatima DjabriFatima Djabri

Fatima was born and grew Fatima was born and grew up in Paris, France, she is up in Paris, France, she is a French North-African a French North-African who was influenced by who was influenced by both her parents’ culture both her parents’ culture and French culture. and French culture. Because she has lived in Because she has lived in an Algerian community in an Algerian community in France, Algerian cultural France, Algerian cultural forms such as music, forms such as music, dance and food dance and food surrounded her. As an surrounded her. As an Algerian, she experienced Algerian, she experienced a lot of discrimination in a lot of discrimination in FranceFrance

From Fatima’s AutobiographyFrom Fatima’s Autobiography

At home, we spoke Arabic with my At home, we spoke Arabic with my parents and French among the children. parents and French among the children. My parents have kept the same way of My parents have kept the same way of life they had in Algeria. Their culture life they had in Algeria. Their culture and religion was very present in every and religion was very present in every day life. They fasted during the day life. They fasted during the Ramadan period, scarified a sheep Ramadan period, scarified a sheep during second Eid. My mother kept her during second Eid. My mother kept her traditional clothes and never learnt any traditional clothes and never learnt any French so she was totally cut off from French so she was totally cut off from

French society (Fatima Djabri).French society (Fatima Djabri).

Misako OkuyamaMisako Okuyama

Misako, Misako, I am a I am a cosmopolitan Japanese cosmopolitan Japanese woman who was born and woman who was born and grew up in Tokyo, Japan, grew up in Tokyo, Japan, I was strongly influenced I was strongly influenced by my parents, and have by my parents, and have learned diverse cultural learned diverse cultural values and beliefs values and beliefs through living in world through living in world cities, Paris, Montreal and cities, Paris, Montreal and London. London.

From Misako’s AutobiographyFrom Misako’s Autobiography

Since my father is critical and stubborn about his own ideas, he Since my father is critical and stubborn about his own ideas, he valued Japanese culture and life style against the vogue when most valued Japanese culture and life style against the vogue when most Japanese were imitating western life styles. Our family eats Japanese Japanese were imitating western life styles. Our family eats Japanese traditional breakfast sitting on traditional breakfast sitting on TatamiTatami around a folding traditional around a folding traditional round table while many other families take western breakfast sitting round table while many other families take western breakfast sitting on chairs. Most rooms in their house were Japanese style interiors on chairs. Most rooms in their house were Japanese style interiors with paper screens and with paper screens and TatamiTatami while many other Japanese houses while many other Japanese houses were decorated with curtains and carpets when I was a girl.were decorated with curtains and carpets when I was a girl.

My mother also taught me different kinds of Origami. My mother also taught me different kinds of Origami. Yakkosan Yakkosan ((Samurai wearing a trouser called ‘Samurai wearing a trouser called ‘HakamaHakama’)_ was the first Origami ’)_ was the first Origami she taught me how to make. When my father bought Origami books she taught me how to make. When my father bought Origami books for me specially new designs or very difficult ones for a little girl, I for me specially new designs or very difficult ones for a little girl, I was very happy. I enjoyed challenge of struggling ways of was very happy. I enjoyed challenge of struggling ways of manipulating Origami papers to make difficult designs. manipulating Origami papers to make difficult designs.

FindingsFindings

These artists’ cultural values and beliefs were These artists’ cultural values and beliefs were influenced particularly by their parents and/or influenced particularly by their parents and/or grandparents in childhood.grandparents in childhood.

They have developed their artistic and cultural They have developed their artistic and cultural identities through being involved in aesthetic identities through being involved in aesthetic activities at home and in community settings. activities at home and in community settings.

Because they had more opportunities to interact Because they had more opportunities to interact with other culture, these artists have more global with other culture, these artists have more global perspectives of culture than their parents. perspectives of culture than their parents.

These cultural identities are self-defined and These cultural identities are self-defined and have been constructed through interacting with have been constructed through interacting with other cultures. other cultures.

Cultural Identity: Implication for Research Cultural Identity: Implication for Research into Informal Educationinto Informal Education

More research that links formal and More research that links formal and informal educationinformal education

More education research using More education research using anthropological and sociological theoryanthropological and sociological theory

More qualitative research in arts More qualitative research in arts educational activities in informal settings.educational activities in informal settings.