共查询到20条相似文献，搜索用时 31 毫秒
1.
Tomoko Tokunaga 《International journal of qualitative studies in education》2016,29(9):1086-1099
This article, based on two years of ethnographic fieldwork, explores the ways in which eight Asian American immigrant high school girls construct a borderland community, which they call the ‘Basement Group,’ after the place where they gather at school. While the girls struggle with displacement in the borderlands, including isolation in their family homes and alienation in formal classes, they have sufficient creativity and improvisational skills to invent a borderland community where they can reject mainstream values and beliefs as well as affirm diversity and cultural hybridity. Examining the possibilities and constraints of youth-led space, this article reveals the otherwise unseen sense of belonging, desires, and capacities of these Asian American immigrant girls who navigate lives in-between multiple nation states, cultures, and traditions. The article illuminates the power and possibilities of youth-created spaces that reflect the strengths, assets, and possibilities that marginalized immigrant youth possess. 相似文献
2.
Liv T. Dávila 《British Educational Research Journal》2021,47(4):855-871
This article analyses the perspectives and experiences of refugee and immigrant secondary school students in the USA who are from the Democratic Republic of Congo to examine the interplay between identity and civic education, and broader socio-political discourses around immigration and inclusion. Data are drawn from a 2-year qualitative study that took place between 2016 and 2018, and included interviews, field notes from classroom observations and recordings of classroom discourse in high school civics classes. Findings are analysed through anthropological framings of citizenship and provide important insight into how marginalisation in one context is experienced in another—how refugee and immigrant youth’s socially conscious identities in resettlement contexts can be borne out of personal and familial histories that transcend geographical borders. In so doing, it showcases how civic learning can involve a dialogic process of self-representation and representation of group memberships. This research emphasises these youth’s inherent agency and resistance to single-story narratives about their lives. It concludes with implications for teachers and learners on incorporating active, critical and participatory transnational citizenship education into the classroom. 相似文献
3.
Shenila Khoja-Moolji 《Compare》2016,46(5):745-763
There is an increasing focus in transnational campaigns for girls’ education and empowerment on highlighting the voices of girls from the global south. These moves are made in response to feminist critiques of said campaigns for not attending to the diverse, multiple and complex lived experiences of girls. This article engages in theorising these present encounters and suggests alternate methodologies for engaging with girls. It argues that eliciting/granting voice to marginalised groups (such as girls from the global south, in this case) involves doing the ‘work of hearing’; devoid of this, the voices become a mere add-on. Focusing on an engagement with girls in Pakistan, the author theorises that the practice of hearing entails attending to the seepages and excesses of girls’ voices – or, that which exceeds dominant codes – that point to the multiplicity of their investments, commitments and visions of good life; being open to new terms of development that are identified by the participants themselves, terms that may not align with prevalent ‘best practices’; and being cognisant of the weight that Eurocentric knowledges carry, which often makes the work of hearing indigenous knowledges difficult. 相似文献
4.
Montserrat Rifà‐Valls 《Gender and education》2009,21(6):671-688
In this article, the research findings of a deconstructive visual ethnography focused on the production of immigrant girls’ identities will be analysed. This collaborative research project involved experimentation with a dialogic curriculum aimed at creating diverse identity narratives with immigrant girls at an urban primary school in Barcelona. Using a theory of subjectivity based on feminist post‐structuralism and subaltern studies, I will deconstruct: (1) the role of ‘subjugated knowledges’ when the curriculum is used to rewrite children’s cross‐cultural narratives; (2) the production of local/global children’s identities through the interaction between ethnic, racial, gender, age and social class subjective and learning positions; and (3) the creation of new curricular spaces and times in which differences are empowered and distance is transformed between schools and families, public and private knowledge, official and subaltern identities, as well as between teaching and research. 相似文献
5.
Naomi Lightman 《Critical Studies in Education》2018,59(2):131-148
This article situates secondary schooling within the evolving transnational social field. Drawing on 43 interviews with teachers and former students with transnational connections in the Greater Toronto Area (GTA), Canada, I examine how transnational practices and dispositions fit within existing curricular and pedagogical frameworks in secondary schools. It is suggested that the ‘ways of being’ and ‘ways of belonging’ for transnational students are in conflict with the teachers’ views on how students ought to act and feel within classroom settings. When transnational secondary students travel to their sending societies for ongoing periods, the data reveal disconnections at school that threaten the dominant classroom norms. When there is sustained direct contact with multiple countries, including both travel and new modes of communication, this may create knowledge and vivid experiences for transnational youth who are ‘betwixt and between’, but also leads to concerns by teachers about a ‘strategic’ use of Toronto-area schools and fears about ‘dual loyalties’. Finally, many of the transnational youth find their teachers’ assumptions of schooling superiority in the Global North to be sorely misdirected, and perhaps even harmful. These discordances highlight the existence of competing systems of capital within GTA classrooms. 相似文献
6.
Transnationalism,parenting, and child disciplinary practices of African immigrants in Alberta,Canada
Child discipline remains a topic of public health interest across the globe. Despite this enduring interest, very little is known about the child disciplinary practices of African immigrants in Canada. This paper explores the disciplinary practices of African immigrant parents in Alberta, a Canadian province with a recent surge in the population of African immigrants. Employing a critical ethnographic methodology, informed by transnational theory, we collected data through in-depth qualitative interviews with a purposive sample of African community leaders (n = 14), African immigrant parents (n = 32), policymakers (n = 2), and health and immigrant settlement workers (n = 10). As members of the African immigrant community, we were deeply immersed in the research settings, which afforded us the opportunity to collect pertinent observational data in the form of reflexive notes. Thematic analysis of the data revealed child disciplinary approaches that incorporate Canadian and African parenting practices, as well as practices that appear somewhat unique to this demographic. We found that African immigrant parents used corporal discipline, persuasive discipline, and a hybrid of the two, as well as emerging practices involving transnational fostering and emotional isolation of children who persistently misbehaved. These practices, in their totality, appeared to be influenced by the transnational experiences of parents and precepts that are traceable to Canada’s legal and educational systems. We present theoretical, policy, and service implications of our findings, including a recommendation to incorporate sociocultural dimensions of child discipline into Canadian child welfare policies and practices. 相似文献
7.
The paper examines religious conversion to Judaism among young ‘Russian’ immigrant girls in Israel. Looking into the process of conversion in religious boarding schools for girls only (Ulpana) and in the broader context of the Israeli nation‐state, we examine the strategies the educators contrive in inculcating religiosity among the girls, how they legitimise and facilitate their self‐transformation, and mobilise them to desire a religious subjectivity. At the same time, we study the experiences of the Russian girls in the Ulpana, and the meanings they assign to their conversion as depicted in the personal stories they narrated to us. The paper reveals how the Ulpana operates as a major nationalisation agent that cultivates a path for the girls to belong to the national religious camp, thus assuring their affiliation to Israeli‐Jewish society at large. 相似文献
8.
Hermína Gunnþórsdóttir Stéphanie Barillé Markus Meckl 《Scandinavian Journal of Educational Research》2019,63(4):605-616
In recent years Icelandic schools have seen an increase in students with immigrant background. These changes require schools and teachers to respond to the educational needs these students may have. The aim of this article is to examine these changes by looking at the experience of teachers and parents of immigrant students regarding their education. As part of this qualitative research, 38 teachers were interviewed in focus groups with a view to the challenges and experiences of teaching immigrant students. Ten parents were also interviewed individually about their experiences of Icelandic schools and their children’s education. The findings revealed that teachers are unsupported in their quest for understanding and managing multicultural education and that the Icelandic school system challenges foreign parents’ understanding of school as a traditional place for learning. It is suggested that addressing the lack of collaboration and discussion between both parties on students’ needs and parents’ expectations could improve the education of immigrant students. 相似文献
9.
Reva Jaƒfe-Walter 《理论付诸实践》2018,57(2):147-153
Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are effectively serving recently arrived immigrant youth to consider the dimensions of leadership that engender collective responsibility for immigrant youth. In doing so, it considers how school leaders influence how immigrant students are positioned within the sociocultural practices of schools, as well as structures and practices that empower teachers to develop rigorous and responsive curriculum and to support students varied needs. 相似文献
10.
In order to examine and explain differences in self-regulated (SR) deep learning of successful immigrant and non-immigrant
students we investigated a population of 650 high track 10th grade students in Amsterdam, of which 39% had an immigrant background.
By means of a questionnaire based on the MSLQ of Pintrich and De Groot (1990) the students reported their use of learning
and resource management strategies, and their motivational values and attitudes. Two tests measured vocabulary and mathematical
reasoning. Background characteristics, grades, track position and school composition (i.e., proportions of immigrant students)
were registered as well.
A factor analysis yielded two learning patterns: self-regulated deep learning and self-regulated surface learning. Subsequent
analyses of variance showed that, compared to boys, girls prefer SR surface learning. However, immigrant girls fit best in
the SR deep learning pattem. The contrast between immigrant and non-immigrant girls is substantial. Explanations for this
particular group difference, and for variance in SR deep learning in general, were explored. Of the achievement measures,
only average grade explains variance in SR deep learning. Motivational values and resource management strategies do so as
well. Track position does not, but school composition does affect the way immigrant students learn. Schools with more than
60% immigrant students enhance more SR deep learning than schools with less than 20% immigrant students. As the difference
in SR deep learning between immigrant and non-immigrant girls is not explained by any of the covariates, we suggest alternative
explanations in the discussion section. 相似文献
11.
Claudia G. Pineda 《International journal of qualitative studies in education》2017,30(7):599-620
Although research on minority youth has established the value of coethnic spaces for safe ethnic identity exploration, research has seldom examined how youth in these spaces draw ethnic boundaries or offered appropriate frameworks addressing boundary-setting. This study uses Berry’s acculturation framework to explore ethnic boundary-setting within a Colombian immigrant youth dance program in the US. Seven members participated in a multi-year qualitative study that triangulated surveys, interviews, and responses to a hypothetical multicultural dilemma that ‘positioned’ Colombian participants as part of an in-group on the basis of their ethnicity. Specifically, it explores the strategies they employed to deal with the dilemma and the role context played in those strategies. With findings that reveal how youth incorporate the arguments found in mainstream immigration debates to justify integration, segregation, and exclusion of non-Colombians, this study argues that to understand strategies employed, it is necessary to examine local, national, and transnational contexts. 相似文献
12.
《The Journal of educational research》2012,105(6):408-419
ABSTRACT The author examined how characteristics related to individual, family, and school environments contribute to immigrant students’ homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project on role of homework in immigrant adolescents’ academic lives. The author found that students’ homework completion is shaped by (a) gender, engagement in school, homework environment and learning styles; (b) parental homework support and family conflict; and (c) perceived school violence and school homework supports. The effect of perceived school violence on homework completion differed for boys and girls. Boys’ homework completion was more adversely affected by higher perceptions of violence at school than that of girls. 相似文献
13.
Huiguang Ren Charissa S. L. Cheah Biao Sang Junsheng Liu 《Parenting, science and practice》2020,20(3):229-239
SYNOPSIS
Objective . This study explores the contributions of Chinese immigrant mothers’ parenting cognitions and parenting practices to their children’s social skills. Design . We used a cross-sectional design to examine the mediating role of authoritative parenting in associations between Chinese immigrant mothers’ parenting attributions and their children’s social skills. Chinese immigrant mothers (N = 208, M age = 37.36 years) reported their attributions regarding successes and failures in their daily caregiving experiences, authoritative parenting practices, and demographic information. Their preschool children’s (M age = 4.51 years, 46.2% females) social skills in school were rated by their teachers. Results . Maternal attributions of successful events to uncontrollable causes and unsuccessful events to controllable causes were associated with more authoritative parenting. In turn, more authoritative parenting was associated with more competent social skills in children. In contrast, maternal attributions of successful events to controllable causes and unsuccessful events to uncontrollable causes were associated with less authoritative parenting, which in turn was associated with poorer social skills in children. Conclusions . Promoting Chinese immigrant mothers’ attributions that preserve positive efficacy during daily parenting tasks may enhance their engagement in warm, autonomy-promoting and regulatory parenting, which in turn may facilitate their children’s social skills. 相似文献
14.
In this article, we study the impact of the so‐called non‐meritocratic factors gender, immigrant origin and social origin, and the meritocratic factors ability and achievement, on timely graduation within a specific high school type. Furthermore, the possible influence of teacher assessments of students in elementary school is investigated. Although the group of graduated students contains more girls, fewer students from immigrant origin and more students of higher social origin, multivariate analyses show that only grade point average during high school significantly affects the chances of graduating. Teachers’ assessments that distinguished between graduation chances of students did not affect graduation when controlled for the non‐meritocratic and meritocratic factors in the multivariate model. 相似文献
15.
Fabio Alivernini Elisa Cavicchiolo Laura Girelli Valeria Biasi Fabio Lucidi 《The Journal of educational research》2018,111(5):603-611
In the study, based on a representative sample of 26,670 Italian fifth-grade students, the authors examine the academic motivational profiles of immigrant and native students, as well as of boys and girls. To reliably estimate mean differences, the measurement invariance of a short version of the Academic Self-Regulation Questionnaire was first established across the groups. Boys reported less autonomous motives for studying than girls while first-generation immigrant pupils showed higher levels of intrinsic motivation, identified regulation, and external regulation for studying than natives did. Also, second-generation immigrants had higher levels of academic motivation than natives did, although they were less motivated and reported less autonomous reasons for studying than first generations. While confirming the immigrant paradox in a country with a rapidly increasing level of immigrant students, findings show that second-generation immigrants not only report a lower quantity of motivation than first-generations, but also appear to have a different quality of motivation. 相似文献
16.
Jinting Wu 《International Journal of Lifelong Education》2019,38(1):88-102
ABSTRACTThe Chinese are one of the oldest immigrant communities in Europe, and in some countries among the most economically successful. Media portraits of immigrant Chinese, however, are often filtered through racialised stereotypes, as culturally insular and economically savvy opportunists working in low-end take-outs, retails, and garment workshops. Based on ethnographic research conducted in a small European state Luxembourg, this article examines different modalities of learning and transnational strategies among three groups of Chinese migrants – temporary workers, visa overstayers, and restaurant owners. In analysing their pragmatic struggles, creative agency, and unending hopes for better lives, the paper illustrates how they engage in what Aihwa Ong calls the dual process of self-making and being made, vis-à-vis the Eurocentric citizenship regime, knowledge hierarchies, and exclusionary labour market. I offer a reading of their agentic, melodramatic everyday experiences as forms of lifelong learning, whether intended or unintended, that are rendered invisible and deficient in immigration laws, labour market practices, and sociocultural expectations. The paper challenges the Eurocentric citizenship regime and highlights immigrants’ heterogeneous ways of learning and transnational practices as part of the humanness often silenced in the global cycle of coloniality and inequality. 相似文献
17.
D. A. Pidgeon Evelyn M. Dodds 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):214-221
Friendship patterns in an urban girls’ secondary comprehensive school with nearly 30 per cent immigrant pupils were studied by a sociometric technique. Pupils were found to choose their friends most frequently from their own ethnic groups, but this was more marked in the lower streams and older age groups than in the upper streams and younger age groups. In the upper streams and the sixth form some preference was found, but immigrant pupils tended to be well integrated with British girls in complex friendship groups. 相似文献
18.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. 相似文献
19.
《Pedagogies: An International Journal》2013,8(3):171-195
This article explores how networked electronic communications have given rise to new social spaces, linguistic and semiotic practices, and ways of fashioning the self beyond the national context for immigrant youths in the United States. This article presents 2 case studies of immigrant students' communicative practices on the Internet: 1 involving a diasporic chat space and another related to the creation of global anime multimedia. Analysis of discourse, interviews, and observational data show that, within these transnational social spaces, the young immigrants created new learning experiences, competences, and representations of linguistic and cultural identities in the use of language and literacy. This evidence of changing language and literacy practices in the context of globalised communications call for a re-evaluation of the predominantly monolingual, monocultural, and nation-centric views of the adaptation and educational trajectory of immigrant students. 相似文献
20.
This article suggests that a critical perspective of the notion of social representations can offer useful insights into understanding practices of teaching and learning in mathematics classrooms with immigrant students. Drawing on literature using social representations, previous empirical studies are revisited to examine three specific questions: what are the dominant social representations that permeate the mathematics classroom with immigrant students? What impact do these social representations have on classroom practices? What are the spaces for changing these practices through becoming reflective and critically aware of these representations? These questions are addressed mostly in relation to teachers’ representations, though the article also draws on data from research with students and parents to illustrate the diversity of representations and to argue for a critical and reflective perspective. 相似文献