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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.
Danielle Cicetti-Turro 《Multicultural Perspectives》2013,15(1):45-49
As a first-year teacher, out of field, European-American, and female, I expected I would have some growing pains teaching a class of African American boys with emotional and behavior disorders. I was unprepared for exactly how much growing and pain would actually be involved. Instinctively, I reached out to the paraprofessional with whom I was working, Mrs. Watkins (pseudonym), and to my surprise I was cleverly deflected with enthusiastic assurances of how I was the teacher and it was my classroom. It was clearly logical to me that, since she was African-American, had worked with African-American boys with emotional and behavioral disorders in the past, and was partnered with me for the year, she would openly work with me to make the classroom the best it could be for all involved. It seemed reasonable to me that I would look to her for guidance. She declined. After two months, I was barely making it through each day. It was obvious the classroom needed serious changes, but I did not know where to begin. Our interactions were polite, but brief. Our work was always done, but separately. After two months of attempting to solicit her input and begin a reflective conversation about the happenings of our classroom, the most I would get is a shaking of her head or “They're playing you.” When I would ask her to explain how they were “playing me,” she would just shake her head. One day I confronted her unwillingness to engage in a conversation with me. She simply stated, “You're the teacher.” We stopped speaking unless absolutely necessary. (Cicetti-Turro, Personal Correspondence, 2001) 相似文献
3.
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
4.
Kuan-Hsing Chen 《Inter-Asia Cultural Studies》2013,14(2):235-251
AbstractOver the last two decades, the shifts brought about by the emergence of Asia as a key player in global capitalism have led to countless Africans opting for Asian destinations as part of their trade and migration strategies. The implications of the constant ebb and flow of African entrepreneurs in Southern China and the transnational trajectories, connections, and practices they enable have been relatively understudied. This article focuses on place-making practices and structures of belonging surrounding those Africans living in (and circulating through) Guangzhou. Drawing on my fieldwork, I locate possibilities for place-making and belonging within transnational multiethnic microcommunities and highlight practices that have emerged from the assembling of transnational and translocal flows in residential clusters, community organisations, and religious congregations. I contend that the presence and intermingling of diverse transient subjects (both African and Chinese) nurtures “alternative imaginations” of self, place, home, and belonging that alter extant notions of national and cultural identity, ethnicity, and race in twenty-first century Asia. 相似文献
5.
Aurora Chang-Ross 《Multicultural Perspectives》2013,15(2):107-112
In this article, I reflect on my personal experiences of racial queerness. In an effort to speak my secrets, I explore my identity production as a Multiracial person by critically examining my positionality throughout various key stages in my life. I present Multiracial microaggressions –those accumulated moments that underscore my racial queerness and argue that these phenomena, while taxing, also confer agency. I propose a conceptual framework that incorporates both queer theory and borderlands theory as a potential framework from which to study how Multiracial individuals are positioned as racial queers. I argue that queerness, for the Multiracial individual, may denote both deviance (from the monoracial norm) and a unique individuality (stemming from one’s Multiracial background). By offering my testimonial as a racial queer and introducing the racial queer conceptual framework, I come a bit closer to naming my experience as a Multiracial individual and providing a space from which others can do the same. 相似文献
6.
《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
7.
Mitsuhiro Yoshimoto 《Inter-Asia Cultural Studies》2013,14(3):451-459
Abstract What should, could, and does the thesis advisor do? Four years of teaching, researching, and supervising in a graduate program at a university in Taipei led me to search within – not beyond – the ‘holy trinity of academic work’ (i.e. teaching, research, and service) for a different interpretation on the laboring of university teachers. The neoliberal logic embodied in the numbers game, quantitative criteria of judgment, and inter‐regional competition has formed specific conditions of laboring for university professors in East Asia. In this article, I advocate a ‘learning to labor’ perspective to situate teachers in the institutional, social, and global relations of laboring. I draw particular attention to affective labor – a quintessential form of labor in the global condition – and suggest its potential to formulate subjectivity in the current geopolitics of knowledge production. In this article, the productive power of affective labor is represented in three experimental texts: two short stories and a play. Created to document, grasp and learn from my interactions with my graduate advisees, this article hopes to sound out multiple voices and inflect laboring with consoling imagination. 相似文献
8.
Kang Chao 《Inter-Asia Cultural Studies》2014,15(3):477-490
ABSTRACTSince 2009, there has been a renewed trend in Taiwan's intellectual circles to explore Chen Yingzhen. In this lies a strong and unprecedented inclination to explore in Chen Yingzhen's literary works the enormous resources he provides as a thinker. As one of the researchers who has undertaken such an approach, I intend to address three issues in this article: first, his relation with people of my generation and the reason to re-read him at this moment; second, how I, as an amateur in terms of literary works or literary criticism, read literary texts. I address this issue in terms of methodology and theory, and propose a reading method consisting of a triple intersecting process among the text, the author and the history. Thirdly, and perhaps the most importantly, I address the issue of “why do we have to read Chen Yingzhen now” from three levels: history, thinking and literature in order to explore the particular situation his literary works have in contemporary literature, as well as its intellectual meaning in the contemporary world. 相似文献
9.
John W. Berry 《Int J Intercult Relat》2009,33(5):361-371
This critique is divided into three sections. The first section is a review of my positions on three core issues regarding the nature of the human sciences (particularly cross-cultural and acculturation psychology) that have been raised throughout these articles. Knowledge of these positions is essential background to understanding my comments in the second section. In the second section are some comments on specific claims and assertions about my work that have been made in the articles. I believe that many of these assertions do not represent my views, nor my empirical research, on acculturation. Of necessity, I have had to select certain themes among all of these assertions. Although the special issue is a critique of acculturation theory and research in general, the majority of the comments are addressed to my work in the area. Hence, I have concentrated on criticisms directed at my own work, rather than attempting to address the field as a whole. However, my comments likely have more general import for the field of acculturation psychology as a whole. I invite readers to consider these very contrasting sets of views about how we are to understand individual human beings within the context of cultures, and of culture contact and change. A third section returns to some of the basic issues regarding the nature of the scientific enterprise. I advocate a dual approach, accepting both the natural sciences and cultural sciences ways of advancing our knowledge of human behaviour in context. I argue that dismissing the positivist traditions of the natural sciences, and replacing them with social constructionist concepts and methods is a regressive step in our search to improve our understanding of acculturation. Moreover, I have found little in these articles that advances our knowledge of acculturation, or our potential for making applications for the betterment of acculturating individuals and groups. 相似文献
10.
11.
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
12.
《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
13.
William L. Smith 《Multicultural Perspectives》2014,16(2):65-71
In this article the author speaks to the teaching of Barack Obama in U.S. schools. Drawing from scholarly literature on the heroification of American historical figures in public memory, the author argues that focusing on Obama's firstness as an African American may lead students to have incomplete and misleading understandings of what the 2008 election means for American racial politics and progress. Using a racial literacy framework, the author suggests Obama's narrative as an ideal subject for furthering students’ conceptions of race in its historical and contemporary manifestations. The author concludes with pedagogical recommendations for employing Obama's narrative toward improving students’ racial literacies. 相似文献
14.
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
15.
Vickie R. Ellison 《Multicultural Perspectives》2013,15(1):42-45
This is a reflection on my life experience as a woman of color. I teach Spanish courses as well as teacher preparation courses. I know what it was like to grow up in a nearly all Black community, then move to one which was almost exclusively White. As an adult looking back on my childhood, I believe that it is especially important that culturally and linguistically diverse teachers are present in schools. As a professor, I see few teachers of color in foreign language courses at the university level as well as the P–12 levels. P–16 institutions boast of being more receptive to culturally and linguistically diverse students. Role models are important for all children. However, there are few positive role models for culturally and linguistically diverse children. If the goal is to get culturally and linguistically diverse children to succeed academically, then positive and diverse role models are needed in U.S. classrooms. 相似文献
16.
Jonathan Wild 《Cultural and Social History》2013,10(1):73-94
ABSTRACTThis article traces the profound social repercussions that resulted from the mass enlistment of British office workers into the armed forces during the First World War. Drawing heavily upon fictionalized autobiographies of the period, my study examines the various stages of the clerk's experience of the conflict and argues that the confidence gained during warfare by surviving office workers fundamentally shaped a more democratic postwar society. This change is evidenced, I argue, in the profile of the fictional clerk that emerges in British literature after 1918. 相似文献
17.
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
18.
Research into inter-ethnic families predominantly privileges the voices of inter-ethnic couples or parents. In this paper, I extend this discussion by considering the voices of children of inter-ethnic couples, who are also important constituents in the making of inter-ethnic families. This article offers a scoping review to explore, identify, and map the scholarly literature about children of inter-ethnic couples (1995–2022) documenting the experiences of children of inter-ethnic couples in navigating inter-cultural tensions in their everyday lives. From four main scholarly databases (PubMed, PsycINFO, Web of Science, and Scopus), I identified 670 articles which I further screened and assessed. My assessment resulted in 57 articles that focused on the voices of the children. Finally, I worked with 15 qualitative studies that are relevant in addressing my research question: What does the existing research literature report about the experiences of children of inter-ethnic couples in navigating inter-ethnic tensions? My analysis shows that participants navigate points of tensions using various tactics, including cognitive tactics, but also through everyday spatial, relational, and cultural practices. Additionally, I also found that in terms of the scope, most research in this area has been conducted within the context of the countries of the Global North, which provides insight into the need for more research and perspectives from the Global South. I also provide methodological reflections on the search processes and discuss the limitations of this study. 相似文献
19.
《Popular Communication》2013,11(4):239-264
I argue that Calvin Schrag's performative notion of the "self after postmodernity" provides an innovative, multidisciplinary approach to the investigation of the rhetorical functions of spectacular subcultures. Focusing my discussion on the discourse, fashion, and demeanor of goth subculturalists, I argue that active human agents through their choices, decisions, and actions, rhetorically coauthor a degree of self-constancy. The rhetorical nature of self-identity, group identity, and subcultural ideology is the focal point of my work. 相似文献
20.
Yuan Peide 《中外文化交流(英文版)》2006,(3):42-45
Kashgar means "a jade-like place" in the Uyghur language, because it is known for its vast reserve of beautiful jade stone. Human activities such as hunting and fishing existed here as early as 4000 years ago. About 2000 years ago, one of the 36 kingdoms in the West Region is located here. Shule Kingdom built its capital city in Kashgar during the West Han Dynasty of ancient China and it became one of the four most important towns in the West Region during the Tang Dynasty. Kashgar is no… 相似文献