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1.
《Multicultural Perspectives》2013,15(3):46-50
When I was in kindergarten, I was always in trouble. During recess I either sat on the benches or stood up against the wall. I had few friends; I always seemed to get into arguments with my classmates no matter if they were Filipino American like me, or European American, or African American, or Latinos. I always caused problems for my teacher. Mrs. H. always tried to silence me when I would try and engage in a discussion as to why I was in trouble. Once I got punished for not doing my class work correctly. We were to watch a movie when we all finished coloring our pictures. I hurried to finish my picture so I could join my classmates on the round carpet. I was so proud of my work I ran up to show Mrs. H. I was halted in mid stride by Mrs. M., the aide, and told to return to my seat. Mrs. H. examined my picture and proceeded to show the class how wrong my picture was. My picture was not done correctly because I colored outside of the lines of the lion's mane. As punishment I had to sit in the corner and color another lion picture as the class got to watch the movie. Every so often I would lean back in my chair and get a glimpse of the movie. I would be redirected to my work when Mrs. H. would yell at me to return to my seat and remind me I wasn't part of the group. All I wanted to do was be with everyone else. Was I really wrong to color outside the lines or did I have fine motor issues that needed to be addressed? 相似文献
2.
Jane Chi Hyun Park 《Inter-Asia Cultural Studies》2019,20(2):271-289
ABSTRACTThis essay examines the pedagogical practice of referencing my experiences as a transnational Korean American woman in the classroom and considers how it opens up space for domestic and international students of East, Southeast, and South Asian backgrounds to reflect on their different identities, histories, and cultures. In particular, it focuses on how this practice enables Asian students to share their experiences of and insights about racial difference, racism, and whiteness in Australia and other parts of the world. Building on the concept of Asian “inter-referencing” from Chua Beng Huat (2015), I coin the term “embodied inter-referencing” to describe the strategic ways I use autobiographical narrative to create an inclusive, interactive, and mutually respectful learning space. I centre here on how some Asian students respond to this strategy by telling their own stories and in the process, create transnational, diasporic, and inter-Asian affective communities inside and outside the classroom. 相似文献
3.
Ricki Ginsberg 《Multicultural Perspectives》2017,19(2):103-108
The multiracial population increased by 32% between 2000 and 2010 and represents 9 million people in the United States. The author reflects on her lived experiences of being multiracial but with visibly White skin. She details the lessons she learned about her multiracial identity—from her early positioning as a young student to her role as a teacher of other multiracial students. The article presents the complexities experienced by students with multiracial identities and how their self-conceptions of identity may be complicated when they visually appear to be White. 相似文献
4.
Soo Bin Jang 《Multicultural Perspectives》2018,20(2):117-121
Based on my reflections on “being a foreigner,” I explore the boundaries of citizenship education in this essay. I use my foreign identity to articulate how social justice education can perpetuate closed-mindedness in classrooms by moving too quickly to student activism. I situate my experiences and reflections on being a foreigner within previous conversations about notions of certainty and indoctrination in the field of education philosophy, and I make an argument to create a safe intellectual space for my students. Creating such space is not neglecting moral responsibility or perpetuating privilege but actually navigating through the binary between “us” and “them.” 相似文献
5.
Our challenge as teachers and as human beings is to begin the process of "changing our voices," facing who we are and what that means in a society based on power and oppression. We must learn to listen to others, so we can speak together with voices both united and unique. The journey described is personal, yet it is also generalizable. Changing one's voice may be the only real way in which a teacher can be a model of diversity and multiculturalism. If as a teacher I do nothing to change my own voice, I have accomplished little in terms of effective teaching. My attitudes, behaviors, words should reflect and embody humanity, not just those who "look" like me or are thought of as more capable learners. I must challenge my students' thinking in terms of diversity and multicultural issues and push them to think of the "other." 相似文献
6.
Seiwoong Oh 《Inter-Asia Cultural Studies》2019,20(4):596-603
ABSTRACTSome philosophers and sociologists have recently criticized scholars who engage in so-called “me studies” – members of oppressed groups who study their own oppression. Such “me” studies, according to these critics, are self-serving, susceptible to biases, and generally bad at taking criticism from outsiders, many of whom may be afraid to speak up for fear of appearing to be unsympathetic racists or bigots. By examining standpoint epistemology in various disciplines, by reflecting on my own experience of being trained as a Shakespearean and studying Asian American literature, and by reviewing the history of Asian American scholarship in the United States, I defend “me studies” as a way to move towards the goal of inclusion and global social justice. 相似文献
7.
Hiroki Ogasawara 《Inter-Asia Cultural Studies》2017,18(2):178-187
The task here is to consider what I would call Stuart Hall’s theoretical “legacy” in the field of social and cultural thoughts. As a materialist of articulation rather than of reductionism, Hall taught us how to profoundly understand and intensely describe the “concrete” in cultural and social fields. The “concrete,” according to Hall, is a result of “non-necessary correspondence” between various forces, relations and situations, that is, the contingent and articulated determination in history. In my view, he was after all a Marxist in this sense. In the earlier stage of his thinking, Hall was very much indulged in reading and learning from Marx. This is characteristic in his “Marx’s Notes on Method: A Reading of the 1857 ‘Introduction.’” His Marxism then showed a unique twist in later stage, which was explicitly expressed in his article “Signification, Representation, Ideology: Althusser and the Post-Structuralist Debate.” Reading these two texts, I aim to comprehend the way Hall has read Marx and the way his thoughts resonated. His lesson helps us to tackle our ongoing agendas in this half-dead Capitalist world, such as the crisis of culture, subjectivity and politics. 相似文献
8.
Wang Youfen Xin Yuan 《中外文化交流(英文版)》2006,(4):14-15
It is a small town I like most. I went there with my college mates in the 1980s and was quite impressed. The small town extended along the river. From a distant view, overlapping houses and charming roof slopes could be glimpsed through misty morning rays and black tiles and white walls looked plain but elegant. There was a riverside square in the town and a stone bridge in a distance. Adults sat at the bridge, chatting and enjoying the cool while kids chasing and playing on the square. On t… 相似文献
9.
Debbie Sonu 《Multicultural Perspectives》2020,22(2):106-112
This article unfurls in the aftermath of an event where three first grade children at a reputable progressive elementary school were found playing slavery during school recess. As word caught on, parents ignited into a frenzy: some railed against the teacher, others demanded an answer, while still others believed this was precisely the meaning of progressive schooling. In swift response, school administrators sent a conciliatory email apologizing for their misjudgment. Slavery, they declared, was too difficult a topic and developmentally inappropriate for such a young age. Guided by critical childhood studies and concepts of difficult knowledge, this reflective article explores how adults drew from developmental frameworks and used children as proxies to protect themselves from the complicated conversation of race and slavery. It unpacks this event through three entry points: encountering difficult knowledge in primary school; the moralization of child development; and the ongoing work inherent to social justice-oriented schooling. It is hoped that readers can take this example into their own teacher education programs and school faculty meetings to query how adults can open up spaces for critical encounters rather than launch accusations when faced with the emotional charge of oppressive histories. 相似文献
10.
Jane C. Owen 《Multicultural Perspectives》2013,15(3):60-63
The journey toward becoming a multicultural person is not easy and is never finished. As an educational administrator in a tri-cultural state, I felt comfortable that I was proficient in dealing with diversity. Only when I began a doctoral program at a major Texas university was my naivety exposed. I quickly learned that experience in working with diverse populations and the ability to relate effectively to people of different ethnic backgrounds were vastly different. The two years I spent deeply immersed in a multiculturally rich cohort of doctoral students changed me. My eyes were opened to injustices that I had never before seen as I vicariously experienced life through the eyes of the “other.” Today, I am a professor at a regional university. My experiences, focused through the lens of theory, are the basis for the message to my students. I have traveled the road before and can now point the way toward a broader definition of acceptance and tolerance. 相似文献
11.
Evan Mwangi 《Multicultural Perspectives》2013,15(2):91-96
This paper is a reflexive exploration of my teaching and evaluation techniques in a diverse class on minority literature. I explain my classroom evaluation and teaching techniques in offering an African literature course as a junior African professor trained outside the United States and teaching in a predominantly white institution. Using Paulo Freire, bell hooks, and Greg Light, Roy Cox, and Susanna Calkins, I assess my effectiveness as a student-centered teacher, pointing out my shortcomings and suggesting ways in which I will overcome these obstacles in future courses. 相似文献
12.
Baik Youngseo 《Inter-Asia Cultural Studies》2013,14(2):206-226
AbstractChina is characterized by a long history, vast land, huge population and diversity unprecedented in world history. In addition, she is a unique case that has successfully completed the transition from empire to the nation-state. Therefore, her historical independence and her continuity become very important subject areas for research, and the concept “empire” re-emerges as a major means of explanation. The essential defining features of empire are tolerance and expansion. I have been reviewing discourses on “China as Empire,” looking at studies of the tributary system, the civilization-state, and the Tianxia view raised from both inside and outside of China. A common characteristic of these discourses is the perception that the past, present and future of China cannot be fully explained by Western concepts such as nation-state. They also reveal that the supposed continuity with the past, which is overemphasized in many studies, does not necessarily always correspond with historical reality. The key focus of the empire discourses is the project of future China. Finally, I put a particular emphasis upon the “perspective of peripheries” in order to find ways to demonstrate the benefits of viewing China as an empire, while also overcoming the weaknesses of empire theory. It is the reason why I apply to the analysis of the empire discourses the “compound state” theory incubated as a way of reunification of the Korean Peninsula. 相似文献
13.
In an effort to humanize students of color in teacher education research, this study shifts away from the question, “How can we add students of color?” and instead asks, “How might teacher education programs be transformed to make space for students of color?” To begin, we articulate an ethnic studies critique for teacher education based on the demands for ethnic studies in the late 1960s. We then apply this critique in an analysis of the experiences of twelve preservice teachers of color. We argue that teacher education may be structured—institutionally and ideologically—to hinder the success of preservice teachers of color. We conclude with three suggestions for teacher education grounded in the ethnic studies critique, which offers an alternative paradigm for thinking of students of color beyond numbers and statistics. 相似文献
14.
《Popular Communication》2013,11(3):181-183
This article is a reflexive account of my geographical, intellectual, and emotional journeys as I studied the telenovela genre in my native Venezuela. As such, it focuses on the process as opposed to the findings of my research. I trace the personal and academic reasons for my interest in telenovelas, and how this important genre provides an entrance to study the inextricable links of culture, media, and society in a social formation I know well. As I wrestle with the strengths, weaknesses, and implications of my two identities-Venezuelan woman, U.S.-educated feminist scholar-I flesh out the paradoxes, struggles, contradictions, predicaments, and pleasures that are part and parcel of my research experience, trying to understand how these inform my scholarship. 相似文献
15.
Lisa Hertzog 《Multicultural Perspectives》2013,15(4):197-204
In this article the author explores the seeming contradictions between the successful teaching practices of an English as a Second Language teacher and the deficit beliefs she expressed toward her students’ home languages and cultures. This teacher believed her students were smart and capable, and she held herself accountable for her students achieving academic success. 相似文献
16.
《Cultural and Social History》2013,10(1):77-94
ABSTRACTMicrohistorians of all persuasions emphasize the importance of placing small units of research within larger contexts. I have refuted this principle and made an attempt to show its inherent contradictoriness. I encourage historians to cut the umbilical cord that ties them to grand historical narratives through the use of a research model which I call the ‘singularization of history’. In this article I show how the use of the traditional microhistorical methods blinded me in a research project. This blind spot in my research caused a major oversight in my findings – a shocking sequence of events was brought to my attention from an unexpected direction and revealed the weakness in my approach. The article deals with the need to rethink the whole concept of historical research and how the methods of microhistory can play a role there with the aid of what I call the ‘textual environment’. 相似文献
17.
Aditya Nigam 《Inter-Asia Cultural Studies》2016,17(1):33-51
The argument in this paper is a continuation of an argument that I have been making for some time, which questions the universal history of capital, crucial to which are assumptions regarding its historical necessity. Capital is not only understood to be a historically unavoidable condition but one that has already colonized the world such that there is no outside to it. In developing my argument regarding the “outside” to capital, where I find Kalyan Sanyal's work very useful and significant, I claim that much of the problem with theorizing capital today has to do not with the beast itself but with the inherited paraphernalia of western theory and philosophy. After a survey of the passive revolution debate in India, which I read as a sign of the actual impossibility of “capitalist” development across different parts of the world, I move on to argue that both “capital/ism” and the “logic of capital” (accumulation) are misleading concepts concealing an essential “emptiness,” which I work out through the idea of “dependent arising” taken from Buddhist philosophy. 相似文献
18.
19.
Jenny Ungbha Korn 《Popular Communication》2017,15(2):95-109
ABSTRACTAs a femme woman of color, I employ critical autoethnography based on my participant observation within Chatroulette for a qualitative study on how online impressions through web cameras with strangers are formed in quick bursts of time. Chatroulette’s anonymity adds interesting context for impression creation in an online environment that emphasizes ocularcentrism of the embodied self. This article adds to methodologies of self-care for the qualitative researcher by positioning the issue of self-care in the online field, where “regular” interactions based on race, gender, sexuality, and more may leave autoethnographers from marginalized communities especially vulnerable. This study complicates the conceptual boundaries of “audience,” “participation,” and “observation” for online autoethnographic research. This research contributes to impression formation theory by focusing on the importance of the body in immediate, one-time impression constructions with conversational partners online. Race, gender, and sexuality impact online communication, even when a word is not even said. 相似文献
20.
The conversation first takes up the theme of David Harvey’s public lecture in Seoul, “Realization Crises and the Transformation of Everyday Life.” Harvey stresses that the relative neglect of Volume 2 of Marx’s Capital has prevented scholars and activists from paying due attention to the crucial importance of value realization for the reproduction of capital. The discussion then moves on to the city as both a site of production and of liberation struggles, a topic so far largely neglected in the Marxist tradition. Regarding the neoliberal phase of capitalism, Harvey calls it a “new imperialism” characterized by “accumulation by dispossession” as its guiding principle. Paik agrees to that distinguishing feature as compared with the immediately preceding phase where creation and appropriation of surplus value were more prominent, but suggests that “accumulation by dispossession” may have been an essential attribute of capitalism from the sixteenth century on. After ranging over a variety of topics, the conversation looks at the latest developments in the Chinese economy, how they may illustrate Harvey’s notion of capital’s “spatial fix,” and what other potentialities may yet be found in China’s diverse and complex reality. 相似文献