This article investigates how 15-year-old white and Turkish students in two Inner London comprehensive schools, one in a predominantly working-class area (Millroad School) and the other in a more middle-class environment (Darwin School), construct their identities. Drawing on mainly qualitative data from documentary sources, focus groups and semi-structured interviews, the work points to a range … Continue reading Constructing identities: the ethno-national and nationalistic identities of white and Turkish students in two English secondary schools