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This paper examines identity formations and negotiations among Indo-Europeans, and senses of 'race' in the postcolonial Netherlands. We do so by analysing daily practices of 'being', 'feeling' and 'doing' identities by second- and third-generation Indo-Europeans in the North-Eastern Netherlands. The paper contributes to 'mixed-race' literature by highlighting new, underexplored contexts in which 'mixed-race' identities are negotiated. We focus on practices, relations and transmissions across two generations and changing contexts within the Netherlands. Drawing on life story interviews, the narratives reveal how participants' identities are politically and historically contingent, shaped by larger structures of racialized violence Indo-Europeans experienced in both the Dutch East Indies and the Netherlands. Identities are navigated in various ways with divergences and negotiations between self-identification, social imposition and familial and biological narrative. [ABSTRACT FROM AUTHOR]

National values or imagined communities are often reflected in a country's educational system. In this paper, a teaching course for migrant teachers in Sweden is used to reflect on how some of these national values and practices are presented and subsequently negotiated by course leaders and course participants. While measures that emphasise national values are often criticised as assimilationist, building partly on Goffman's work it is argued that a discussion of national values can also serve to unveil hidden rituals that are otherwise taken for granted, while also pointing both to the potential usefulness and pitfalls of civic education. For example, while course teachers try to avoid presenting the Swedish value system as superior to that of other countries, certain 'sacred' national values, such as a commitment to gender equality, are seen as non-negotiable. For participants, their previous teaching identity can be used both as a resource in navigating the course and for work practice. But for some participants, their previous teaching identity is seen as in need of adjustment in order for them to follow Swedish teaching and school 'rituals'. [ABSTRACT FROM AUTHOR]