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Sandra L. Osorio 《Multicultural Perspectives》2018,20(1):47-52
Multicultural literature can be found all across classrooms in the United States. I argue it is more important what you do with the literature than just having it in the classroom. Multicultural literature should be seen as a tool. In this article, I will share how I used multicultural literature as a tool to (a) promote or develop an appreciation for diversity, (b) honor students' voices, (c) connect to students' rich linguistic and cultural backgrounds, and (d) promote critical consciousness. Through this process, students were able to build a foundation toward critical consciousness in order to take action against their oppressors. 相似文献
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Julie Gorlewski 《Multicultural Perspectives》2013,15(4):20-27
English Language Arts class in a predominantly white suburban high school may seem like an unlikely site for transformational pedagogy. Teachers and students speak the same national language and most of the teachers grew up and were educated in working class communities. Despite these roots, it is far too easy for teachers to forget that our “portfolios of experiences” have created access to middle class cultural values. If teachers unconsciously internalize middle class values, we might unwittingly judge working class students as academically deficient rather than engage in empowering, critical pedagogies. Teachers might reconsider student resistance as a force for co-creating curriculum to empower otherwise marginalized students. This piece explores the nuances of social class, power, and language through the experiences of a teacher and her 11th grade students as they negotiate two units of study that are heavily laden with social class: poetry and college entrance. Analysis and reflection indicate that students in a white working class high school can benefit from pedagogies that embrace, rather than dismiss, student resistance. 相似文献
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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
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Liulin Duke 《中外文化交流(英文版)》2006,(7):34-37
Tianjin is a low-profile city in the coastal area in north China. Its Western-style mansions in past colonial cessions have long lost glamour and vitality as the North Sea Warlord rule ended in the early 20th century. The city has no grandeur and solemnity as Beijing, no metropolitan prosperity or hubbub as Shanghai, and no hilly and riverside charms as Chongqing. But when you really incorporate yourself into it, you can taste a truly different flavor of the city. On the Five Avenues or J… 相似文献
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你怎么会有把握了解了一切你是如何发现的那片深绿色伸向阳光又不见源头正如你自己深浅莫测你如何学会把不同形状的水塑造得既听话又柔和还保守着每一个你所在的山洞里的秘密像人们看到的那样你被塑成了面颊的形状然后是胸口的形状在出现许多面颊和胸口的形状之前那鹪鹩就已洞悉了一切她用你活生生的肢体造出了她的巢和她的世界仿佛那就是你生于此处的目的How you came to know all that you are sure of how you discovered the darkness of green uncurling into the daylight out of its origins unsounded as your own how you learned… 相似文献
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This article uses W. E. B. Du Bois's work as an education and community activist to discuss race, oppression, and speaking-back to power in this time of racialized policies enacted by the Trump administration. This article centers a comparative discussion of the racialization of democracy by presidents Wilson and Trump to show the ways Du Bois was responding to similar political issues and how his work can be used to speak to the current political moment. 相似文献
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Zhu Jing Liu Yusheng 《中外文化交流(英文版)》2007,(7):40-41
Driving northwestward from Beijing and after crossing over the Great Wall at Badaling Pass, you will soon arrive at Xuanhua, a historic town nestling in a valley in the eastern part of Yinshan Mountain Range in the northeast of Hebei Province.[第一段] 相似文献
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Diane Caracciolo 《Multicultural Perspectives》2013,15(4):224-228
How do you live in a time when most people believe you are dead—from a people of the past—and you feel you have been made allergic to your true roots? You do, you just do. ?Geobe (2003, p. 55) 相似文献
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Peng Li 《中外文化交流(英文版)》2006,(9):44-45
The pianist’s pro le Jiang Chen, born in Shanghai, China, began learning the piano at age ve and won the rst prize at the rst Shanghai Piano Competition for Children at age seven. At age eleven Jiang successfully played Aaron Avshalomov’s piano concerto “Chinese Theme and Rhythm” in cooperation with renowned conductor Huang Yijun and Shanghai Symphony Orchestra and records and tape cassettes on this concert were later produced and released. In 1992, Jiang graduated with top perform… 相似文献
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Andrew Burchell 《Cultural and Social History》2013,10(4):551-570
ABSTRACTThis article uses debates surrounding teachers’ in loco parentis position to explore the social and cultural responses to school corporal punishment in post-1945 English schools. Analysing materials produced by educators and campaigners, it argues that retentionists conceived of their right to inflict physical chastisement as one based on an imagined and discursive status as a parent. This was challenged by opponents who stressed not only the severity of the practice but sought to directly counter the view that parental rights should be automatically delegated to teachers. Whilst the abolition of corporal punishment was ultimately a consequence of an ECHR ruling, it is suggested that it can also be read as the culmination of a longer shift in the status and forms of parental rights in twentieth-century Britain. 相似文献
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《中外文化交流(英文版)》2006,(3):46-47
The violinist's prof ile: Born in Shanghai, Xia Xiaocao is a Chinese violinist active in the international music circle. Xiao began learning the violin at age 6 and often appeared in radio and TV music programs in her childhood. She has received training under the mentorship of several prestigious professors including Wang Zhilong, Peng Dingxin and Lin Yaoji. Upon graduation from the Central Conservatory of Music, Xia was engaged as teacher at the conservatory. She then went to Souther… 相似文献
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《Multicultural Perspectives》2013,15(3):38-45
Using the Intercultural Sensitivity Scale formulated by G. M. Chen and Starosta, the intercultural sensitivity of English major students, non-English major students, and multinational employees in China were investigated. In this study, intercultural sensitivity was defined as consisting of interaction engagement, interaction confidence, respect for cultural differences, interaction enjoyment, and interaction attentiveness. The focus of this research was to explore how intercultural sensitivity was structured among subjects of different English learning and intercultural communication experience. A series of results generated by multiple regressions showed different weightings of the 5 elements of intercultural sensitivity of the 3 subsamples. For example, respect for cultural differences for English major students was affected by interaction engagement and enjoyment, whereas for multinational employees it was only affected by interaction enjoyment. The study also found that English major students felt interaction enjoyment more easily than non-English major students and multinational employees. 相似文献
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Theresa Parvin Steward 《Popular Communication》2017,15(3):207-220
ABSTRACTRather than resisting either new or old culture, Iranian musicians in the diaspora embrace both their new host environments and their native homeland, as they create a place between cultural assimilation and preservation, helping to shape new sounds of exile. This essay explores how Iranian musicians embrace the new and the familiar, the traditional and the popular, creating an original cultural hybrid. Questions of cultural identity and the politics of location and displacement are addressed using a theoretical cultural studies framework, incorporating themes of personal and collective nostalgia. This discussion is supplemented by documented narrative experiences from Iranian musicians and artists. Furthermore, the textual and musical analysis of singer-songwriter Mohsen Namjoo’s readaptation of the familiar Mexican ranchera song “Cielito Lindo” uncovers unique nuances and layers of meaning that not only shed light on one musician’s personal journey to exile, but also speak to a greater collective experience of Iranians today who continue to be torn between home and homeland. 相似文献
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Research on the ‘social cure’ points to the many positive outcomes of having strong social identifications for minority and immigrant groups. At the same time, identification is a multi-faceted psychological phenomenon, combining three dimensions: ingroup centrality, ingroup affect, and ingroup ties. The main aim of the present study was to assess the divergent effects of these three facets of social identification on acculturation stress experienced by the members of two ethnolinguistic communities of Ukrainian immigrants in Poland. The study found that ingroup centrality was related to higher levels of acculturation stress, whereas positive ingroup affect and strong ingroup ties were related to lower acculturation stress. Additionally, the immigrant community who speak Ukrainian as their mother tongue reported stronger Ukrainian identification than those declaring Russian as their mother tongue, leading to lower levels of acculturation stress among members of this community. The present study suggests that those aspects of identification that promote exclusivity (ingroup centrality) can be maladaptive in the process of acculturation, whereas the more binding ones (ingroup ties and affect) facilitate acculturation. 相似文献
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Laura Tisdall 《Cultural and Social History》2013,10(4):489-507
AbstractThe 1950s saw a wave of depictions of threatening male working-class adolescents in English novels, films and cartoons. However, these texts must be contextualised not only as part of the well-documented 1950s moral panic about youth but in relation to the popularized psychological concepts of the ‘normal’ and ‘deviant’ child and the increasing implementation of progressive educational ideas that artificially limited working-class pupils’ horizons. This makes this period not only another reiteration of the perennial moral panics about the rising generation that Geoffrey Pearson has documented, but an emergence of a new way of conceptualizing youth. 相似文献
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Intercultural communication research rarely addresses the perspective of international students, who face challenges as they leave family, move to a foreign place in the US, pursue a degree, and study in a foreign language. Considering these students’ perspectives, US universities, which house large numbers of international students, should consider how they can help these students better adapt to US academic life. To address these challenges, we invited international students at a 4-year tier-one state university to interview, and we qualitatively analyzed their responses to identify how universities can help international students. Our participants noted that US students can befriend them, respect them in the classroom, and learn about other cultures to be more welcoming. Faculty have the most to do to improve international students’ success in the classroom; faculty can grade consistently, communicate outside the classroom, allow time for students to ask questions, help students adapt to US classrooms, speak slowly and eliminate idioms from examples, explain course objectives per industry, share interests and personal information, effectively use class time (particularly final examination weeks), and learn about cultures to better meet students’ needs. Additional research can diversify international students’ needs per their classification (graduate versus undergraduate), home culture, and expectations. 相似文献
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Alison Turnbull 《Cultural Trends》2011,20(2):185-191
The Scottish Arts Council's “Quality Framework” was launched in 2007 as a continuous improvement toolkit. It provides a flexible framework for arts organizations to evaluate the impact of funding decisions. Developing tools that allow organizations to demonstrate their impact provides robust information to further build the evidence base for the cultural sector. The second edition (2009) has been revised after evaluation and consultation with arts organizations and Scottish Arts Council staff. Taking this approach and gathering further evidence is an important step in the lead up to Creative Scotland (which is the newly established creative arts funding body within Scotland). Continuous improvement tools not only gather evidence but can improve work practices. The Quality Framework should be viewed in the context of the National Performance Framework, as gathering outcome evidence will also assist in the production of Local Authority Single Outcome Agreements. This review also looks at the Unified Quality Improvement Framework, an over-arching tool that will assist local authorities and other service providers to evaluate the quality of their culture and sport provision. Evidencing sector information such as arts activity will be an important part of this process. The Quality Framework is a tool to gather outcome-based evidence that will show how culture can contribute to a variety of policy objectives. 相似文献
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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