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1.
Describing students of the African Diaspora: Understanding micro and meso level science learning as gateways to standards based discourse 总被引：1，自引：1，他引：0
Ed Lehner 《Cultural Studies of Science Education》2007,2(2):441-473
In much of the educational literature, researchers make little distinction between African-American students and students
of the African Diaspora who immigrated to the United States. Failing to describe these salient student differences serves
to perpetuate an inaccurate view of African-American school life. In today’s large cities, students of the African Diaspora
are frequently learning science in settings that are devoid of the resources and tools to fully support their success. While
much of the scholarship unites these disparate groups, this article details the distinctive learning culture created when
students from several groups of the African Diaspora learn biology together in a Brooklyn Suspension Center. Specifically
this work explains how one student, Gabriel, functions in a biology class. A self-described black-Panamanian, Gabriel had
tacitly resigned to not learning science, which then, in effect, precluded him from any further associated courses of study
in science, and may have excluded him from the possibility of a science related career. This ethnography follows Gabriel’s
science learning as he engaged in cogenerative dialogue with teachers to create aligned learning and teaching practices. During
the 5 months of this research, Gabriel drew upon his unique lifeworld and the depth of his hybridized cultural identity to
produce limited, but nonetheless important demonstrations of science. Coexistent with his involvement in cogenerative dialogue,
Gabriel helped to construct many classroom practices that supported a dynamic learning environment which produced small yet
concrete examples of standards based biology. This study supports further investigation by the science education community
to consider ways that students’ lifeworld experiences can serve to structure and transform the urban science classroom.
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| Ed LehnerEmail: |
2.
Ariana Mangual Figueroa 《Journal of Latinos & Education》2015,14(4):244-260
This article draws from a 23-month ethnographic study of mixed-status families living in an emerging Latino/a community to examine 3 undocumented mothers’ participation in the act of giving testimonio, or testimony. In this context, testimonio serves as a grassroots tactic for political advocacy and community formation that compensates for and reacts against the limited opportunities for civic participation afforded noncitizens. The findings indicate that giving testimonio in both public and domestic settings constitutes a form of civic participation in which undocumented mothers actually attempt to move out of the shadows and into a more public domain. 相似文献
3.
《Journal of International and Intercultural Communication》2013,6(3):228-248
Abstract This essay examines post-migration identity of the Montagnard men who came to the United States as refugees. In particular, given the salience of home to identity, interview participants' notions of home space are explored. Findings are discussed first in terms of emotional, relational, sociocultural and political significance of home spaces that were identified by the participants. Then, the articulations of home are discussed in terms of implications they have for the current post-migration theories of cross-cultural adaptation and diaspora. The Montagnard men's experiences with and views of home shed light on applicability and limitations of the theories. 相似文献
4.
Abstract This essay examines the relationship between globalization and the diasporic movements of cultural groups as manifested in their communication practices of identity. I argue that diasporic groups dynamically reconstitute their understandings of cultural tradition, authenticity, and identity in line with their diasporic contexts and experiences. I frame my argument around two different diasporic Pacific Islander groups Tongans and Hawaiians—each situated in a particular kind of diasporic/global movement with specific historical, political, and economic dimensions. Qualitative in-depth interviews were conducted with each of these groups in this study. 相似文献
5.
Olivia Khoo 《Inter-Asia Cultural Studies》2019,20(2):290-301
ABSTRACTWhat is the place of the diasporas within the Inter-Asia Cultural Studies movement, and how can Asian diasporas in the West contribute to Inter-Asia's intellectual project of “problematising Asia”? Developing a notion of diaspora as method, this essay highlights the complementary relationship between the Asian Australian Studies Research Network and the Inter-Asia Cultural Studies network. It argues that the Inter-Asia network has much to gain from embracing the Asian Australian diaspora as an interlocutor with shared priorities and concerns, and that Asian Australian studies can also productively learn from Inter-Asia's alternative model of institutionalisation, thereby expanding its theoretical and methodological frames of reference. 相似文献
6.
Jessica Sierk 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):342-353
ABSTRACTIn mainstream discourse, rural generally implies white, while urban signifies not-white. However, what happens when ‘rural’ communities experience demographic change? This paper examines how students from a rural, New Latino Diaspora community in a Midwestern state complicate traditional notions of rurality. Data from participant observations and ethnographic interviews indicate that students from this near-majority-Latino community do not view it as rural even though its population is under 2500. Students allude to an alternative youth subculture influenced by incoming Latino students from cities in Mexico, Guatemala, and California. They contrast this with the more stereotypical subcultures they observe in neighboring, rural, majority-white communities. Demographically transitioning, rural schools present unique contexts for students to not only encounter their own privilege, but also to learn how to leverage that privilege to further the aims of social justice. However, this will not occur without explicit and careful planning, implementation, reflection, and teacher training. 相似文献
7.
运用散居批评理论分析华美文学中散居者的身份寻求,可以发现,部分散居者选择了一条在"存在"与"生成"的并置和平衡间建构散居身份的跨文化途径.他们在中国和美国文化间架起桥梁,使其身份跨越种族的、文化的篱笆,承载中美结合,坐拥文化杂糅,笑纳身份流变. 相似文献
8.
朱崇科 《华侨大学学报(哲学社会科学版)》2007,(3):99-106
在台湾文学和马华文学史上都意义非同寻常的李永平,而作为离散文学的典型代表之一,他对本土的认知、开拓与身份认同无疑耐人寻味。通过以其《吉陵春秋》为中心,主要从三个方面展开:1.吉陵考古:四不像哲学;2.真的恶声:"恶托邦"本土;3.旅行的本土:离散与游移。力图勾勒出旅行本土的独特呈现和其中吉陵的"恶托邦"社会的复杂特质,着力探究在"恶托邦"与旅行本土之间存在着繁复的增减关系。 相似文献
9.
《Journal of Intercultural Communication Research》2013,42(4):319-339
This paper looks at social media use by the Garifuna people. It explores how they are using social media to create a supraterritorial cyberscape. Despite the claim that global media is marginalising minority cultures and causing global homogenisation, this research found that newer forms of social media are in fact creating virtual cultural cyberscapes that are extending minority cultures. The Garifuna cultural response to social media can be demonstrative of the positive impact of social media minority perspectives. The larger implication, though, is that traditional geographical models of cultural space are becoming obsolete. In this research, a total of 60 Garifuna in locations all across the United States and Honduras were selected for participation. Their access to and use of media were examined. 相似文献
10.
Shawanda Stockfelt 《Compare》2015,45(1):5-25
The paper discusses factors impacting on boys’ educational aspirations at two case-study schools in urban Jamaica. It focuses on boys’ experience of their educational environment in relation to social, cultural and economic factors, which shapes the nature of their aspirations towards higher education. The study utilised Bourdieu’s notion of ‘capital’ grounded in a critical realist meta-theoretical framework, the narratives of the participants and the researcher’s experiential understanding as a participant observer to explore boys’ aspirations over a 12-month period. The findings from the study suggested that boys’ educational aspirations are complex and affected by their level of capital in relation to persistent narratives from family and the Jamaican Diaspora within high-income countries like the UK, the USA and Canada. 相似文献