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The hostile environment, Brexit, and 'reactive-' or 'protective transnationalism'

Redclift, V; Rajina, F; (2021) The hostile environment, Brexit, and 'reactive-' or 'protective transnationalism'. Global Networks , 21 (1) pp. 196-214. 10.1111/glob.12275. Green open access

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Abstract

The ‘reactive transnationalism hypothesis’ posits a relationship between discrimination and transnational practice. The concept has generally been studied using quantitative methods, but a qualitative approach augments our understanding of two context‐specific dimensions: the nature of the discrimination involved, and the types of transnational behaviour that might be affected. Drawing on in‐depth interviews with Bangladesh‐origin Muslims in London, Luton and Birmingham, in the UK, we demonstrate how anti‐Asian and anti‐Muslim racism have been conflated with intensified anti‐migrant racism in the context of ‘hostile environment’ immigration policies and the EU referendum (Brexit), producing an amplification of racist discourses associated with purging the body politic of its non‐white bodies. The insecurity generated is altering some people's relationships to Bangladesh, incentivizing investment in land and property ‘back home'. While this represents an example of ‘reactive transnationalism', we argue that ‘protective transnationalism’ might be a more appropriate way of describing the processes at work.

Type: Article
Title: The hostile environment, Brexit, and 'reactive-' or 'protective transnationalism'
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/glob.12275
Publisher version: https://doi.org/10.1111/glob.12275
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10087230
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