Experiences of Anglo-Burmese migrants in Perth, Western Australia

365 Pages·2017·6.24 MB·English

EEddiitthh CCoowwaann UUnniivveerrssiittyy
RReesseeaarrcchh OOnnlliinnee
Theses: Doctorates and Masters Theses
1-1-2004
EExxppeerriieenncceess ooff AAnngglloo--BBuurrmmeessee mmiiggrraannttss iinn PPeerrtthh,, WWeesstteerrnn
AAuussttrraalliiaa :: aa ssuubbssttaannttiivvee tthheeoorryy ooff mmaarrggiinnaalliissaattiioonn,, aaddaappttaattiioonn aanndd
ccoommmmuunniittyy
Simon D. Colquhoun
Edith Cowan University
Follow this and additional works at: https://ro.ecu.edu.au/theses
Part of the Community Psychology Commons, and the Sociology Commons
RReeccoommmmeennddeedd CCiittaattiioonn
Colquhoun, S. D. (2004). Experiences of Anglo-Burmese migrants in Perth, Western Australia : a
substantive theory of marginalisation, adaptation and community. https://ro.ecu.edu.au/theses/831
This Thesis is posted at Research Online.
https://ro.ecu.edu.au/theses/831
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USE OF THESIS

The Use of Thesis statement is not included in this version of the thesis.
Abstract
The experience of migration and adaptation of ethnically mixed migrants,
like the Anglo-Burmese migrants, has received little attention. This group began
migrating to Australia, in particular Western Australia, in the 1960s due to
changing socio-political circumstances in Burma. The examination of cultural
issues in psychological research has operated in a number of different perspectives
including cross-cultural psychology, cultural psychology and more recently,
community psychology in Australia. The development of community psychology
in Australia has led to the development of a community research approach by
Bishop, Sonn, Drew and Contos (2002). This approach requires the exploration of
the substantive domain using the iterative- reflective-generative process. This
leads to the development of tacit knowledge which is reflected upon and
influenced by the conceptual domain. Over subsequent iterations, the conceptual
domain develops, resulting in a substantive theory. Three substantive questions
were addressed in this series of studies:(!) What, if any, have been the experiences
of cultural and social marginalisation of Anglo-Burmese migrants over time? (2)
What relationship exists between acculturation outcomes, psychological well­
being and psychological sense of community for the Anglo-Burmese migrants? (3)
How have the Anglo-Burmese migrants interpreted their own experience of
acculturation within their own unique set of contextual circumstances?
A number of studies have claimed that racially mixed groups like the
Anglo-Indians, South African Coloureds, and Sri Lankan Burghers experience
marginalisation (e.g. Bose, 1979; Gist & Dworkin, 1972). Gist and Wright (1973)
lll
developed a model of the marginality, which included two dimensions: cultural
and social marginalisation. Study one examined the experiences of Anglo­
Burmese migrants in Western Australia to determine the degree to which they
have experienced cultural and social marginalisation. Data were collected from
three sources: 13 key informant interviews and informal ethnographic interviews,
and archives. Narrative analysis revealed that the Anglo-Burmese had experienced
cultural and social marginalisation to varying degrees in both Burma (prior to
1962 and following the 1962 under the new socialist government) and their
subsequent migration to Australia.
Migration involves a process of adaptation which may be stressful; one
way to reduce this stress is to maintain links to the community. The investigation
of acculturation outcomes and psychological well-being (Colquhoun & Sonn, in
preparation) and psychological sense of community and psychological well-being
(Sonn, 1996) has been conducted with a number of ethnically mixed groups in
Australia. The Anglo-Burmese represent one group which has received little
attention. In study two, 121 participants completed questionnaires incorporating
three scales: Berry's (1970) Acculturation Outcome scales, Chavis, Hogge,
McMillan and Wandersman's (1986) shortened Sense of Community Index and
Cawte, Biachi and Kiloh's (1968) Acculturative Stress Scale. Using path analysis,
the results revealed two important features: (1)Ma rginalisation, separation and
integration predicted Psychological Sense of Community (PSC) and (2) only
Marginalisation predicted psychological well-being.
Systems theory has been fundamental for its emphasis on change in
context and behaviour relationships. The ecological context plays a fundamental
iv
role in the acculturation of migrants to a new country (Berry, 1994). Phinney
(1990) commented that the experiences of racially mixed migrants have received
little attention. Study three explored the relationships between the ecological
contexts of the first and second generation Anglo-Burmese migrants living in
Perth, Western Australia in terms of adaptation. For the first generation, their
experiences were more positive, with only the occasional negative experience like
discrimination. This condition is created by the maintenance of traditional ties,
Australia offering a good standard of living and a sense of freedom and a
worldview operating in the two contexts with a concern for the current
circumstances in Burma. The second generation's experiences of adaptation
appeared more negative with the experience of discrimination and racial abuse in
their school years which reinforced feelings of difference. This condition is
created by maintenance of only extended family ties and conflict between family/
community values and Australian values.
The resulting substantive theory highlighted three components for the
Anglo-Burmese. These included marginalisation (socio-psychological, social and
cultural), adaptation (process and acculturation outcomes) and community
(psychological sense of community and socially constructed community). Also
highlighted from this series of studies is the development of the relationship
between community psychology in Australia, in particular Western Australia, and
the changing research method and research practice.
V
Declaration
I certify that this thesis does not, to the best of my knowledge and belief:
(i) incorporate without acknowledgement any material previously submitted for a
degree or diploma in any institution of higher education;
(ii) contain any material previously published or written by another person except
where due reference is made in the text; or
(iii) contain any defamatory material.
Signature. ·
Date ....cf? �.9��/�.-.-... ......... .
VI
Acknowledgements
To the Burmese migrant community, thank you for allowing me opportunity to
understand your experiences and worldview more clearly.
To my supervisors, Dr Lynne Cohen and Dr Neil Drew (and in the early stages Dr
Moira O'Connor), for their support and input into my PhD.
To my fellow students, Julianne Pooley, Lizzie Finn, Di Costello, Meredith Green,
and Natalie Contos for their support and help in the generation of ideas for my
PhD in the early stages.
Also, to my parents, Pam and Brian, for their continual support, patience and
understanding during the low and high points of my PhD.
vii
Table of Contents
Copyright and access declaration ... . . . .. . .. . . . . ... . .. . . . . . . . .. . . . . . . . .i i
Abstract . . . . . .. . . . . .. .. . .. .. . . . . . . .. . . . . . . . . .. . . . . . . . . . . . . . . . . . . iii
Declaration . . .. . . . . . . . . . . . . . .. . . .. .. .. .. . .. .. .. . . . . . .. . .. . . .. . . . . vi
Acknowledgements . . .. . . . . ... . . ... . . .. . . .. . ... .. . . ...... . .. ..... vii
Prefa ce .. . . . . . . . .. .. . . . . . . .. . . . . . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . xiv
Introduction . .. . . . . . . .. . .. . . .. . .. . .. . .. . . .. . .. . . . . . . . . . . . .. . . . .. . 1
The colonisation and ethnically mixed culture ... .. . . . . . .......... . 2
Culture . . . ........ . ... . . . . . . . . . ..... .. . . . . . . ... .. . . . .. . . . .. 4
An Australian community research model ..... . . . . . ..... .. . . ..... . 5
The impact of post-modernism .... . . . . .. . . . . .. . ... .. . . . . . . . ... . 6
Substantive domain and the structure of the thesis . . ... .. ..... . ..... 9
Research questions . . ...... . . .. . ... . . .. . ..... . . .. .. .. . ... . . .. 15
The migration and colonial experiences of the ethnically mixed group .... 17
Migration ...... . . .. .... .. . . . ..... . . . ....... . . .. ...... . .... 20
Migration theory . . ..... ........ . . . ........ . ........ . . . . . . . . 21
History of migration in Australia . . . . ..... . . . . . . ..... . . ... .. . ... 22
Migration to Western Australia ... .. .. .. .... . . . . . . ... .. . . . .. ... 30
Defining ethnicity, the ethnic group and the ethnically mixed group .. . 31
Ethnically mixed migration . . . .. .... ..... .. .... ... . . . . . . . . . . . . 32
Post colonial theory . .. . . . . .. . . . .. . .... ..... . . . . . ... . .. .... . .3 3
Conclusion . . ... .. .. . .. . . . . . . ... . . ... . . .. ... ...... . ... . . . .. 35
Understanding culture within the substantive domain ................. 37
Cross-cultural psychology . . . . . . .. .. . . .. . ...... . . . . ... .... .. . .4 0
Cultural psychology .... . . ... ... . . . . ... . . . . . . ... . .. . ... . . . . . .4 5
Critical cultural community psychology: A recent development . . .. . .. 48
Community research model . . . . . . . .. . .... .. . . ... .... . .. . . . . ... 53
1. Tacit knowledge to theory ..... . . . ..... . . . . .. . .. . . ..... . .. . . 67
Reflection in action . .. .. . .... . . . . . . . .... . . . . . . .. ... . . . 67
Steven's trimodal theory of human action .. . . .. . ... .. . .. ... 70
Wicker's substantive theorising approach . . . . .. ..... . . . . . . .7 4
Dokecki's reflective generative practice .... . . . . . ....... .. . 74
Polanyi's tacit knowledge ... . . .. ... . . . .. ... .. . . . .. . . ... 74
Moustakas' heuristic inquiry . . ..... . . . .... .. . . ....... .. . 75
2.T he importance of the obvious. . .. .. . .. .. . . . . ... . . . . . . .. .. ... 78
Dokecki's world view studies . . . . . . .. .. . .. ... . . . .. . .. .. . 78
Altman and Rogoff' s four world views ... . . . .... . . .. . .. . .. 81
Pepper's root metaphor method . . . . .... . . ..... . . . . . . . . . . . 84
3. The role of the active mediator . . . . .. .. .. . . . ... . . . . . . .. .... .. 86
Throgmorton's active mediator . . ... . .. ... . . . . . . ..... . . .. 87
4.T he role of the professional . . . . . . . . . . . ..... . . .. . .... . .. . . .. 89
Altman's socially responsive knowledge . .. . ... . .... .. . . . . . 9 0
5.C ontextualism revisited . . .. . . .... .. . . . ... . . . ..... . .. . . . . . .9 1
viii