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Michael Lechuga 《Journal of International and Intercultural Communication》2020,13(3):257-273
ABSTRACT This essay reads the Latina/o/x migrant vernacular discourses that emerge out of pro-migrant activism. Anzaldúa’s notion of mestizaje – a logic of border consciousness – is put into conversation with Deleuze’s notion of nomad thought – a logic of movement – to inform a rhetorical strategy for reading the vernacular archive of social movement discourse. The “No Papers, No Fear” is one such social movement that demonstrate the logic of mestizaje/nomadism in their communication strategies. This study illuminates three tensions that define the ways Latina/o/x migrants in the US navigate the spaces of citizenship: tensions between movement/stasis, migrant identity/national identity, and fear/safety. 相似文献
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Ortega-Tudela Juana M. Lechuga M. Teresa Gómez-Ariza Carlos J. 《Instructional Science》2019,47(2):239-255
Instructional Science - Research has shown that retrieval activities, that is, actively recalling previously studied information, may substantially contribute to learning from complex educational... 相似文献
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M. Teresa Lechuga Santiago Pelegrina Jose L. Pelaez M. Eva Martin-Puga M. Jose Justicia 《教育心理学》2016,36(4):675-690
There is growing evidence supporting the importance of executive functions, and specifically working memory updating (WMU), for children’s academic achievement. This study aimed to assess the specific contribution of updating to the prediction of academic performance. Two updating tasks, which included different updating components, were administered to 97 fourth-grade children. The keeping track task involves retrieval and substitution of information, while the numerical updating task also includes a transformation component. Academic attainment was assessed through standardised tests of verbal comprehension, arithmetic operations, mathematical problems and an assessment made by the teacher. The relative contribution to academic attainment, of the updating measures and measures related to intelligence, was compared. Results showed that both updating tasks are predictive measures of academic attainment, although the numerical updating task appeared to be a more consistent predictor of children’s performance. The relationship between updating and academic attainment is discussed, and possible educational implications are considered. The role of the transformation component of WMU is highlighted. This component could make a distinct and independent contribution to performance and, by extension, could be particularly relevant to the prediction of academic achievement. 相似文献
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Individuals who cross cultural boundaries face many challenges when trying to adapt to a receiving culture. Adaptation challenges such as learning to maneuver across societal domains may become increasingly complex if structural level factors such as discrimination are present. Researchers have conceptualized acculturation as a relatively autonomous decision indicating that four acculturation strategies exist: assimilation, separation, integration, and marginalization. Moreover, researchers have also long debated the link between acculturation strategy, adaptation hassles and negative health outcomes. However, models seeking to explain how individual difference and structural level variables may influence each other and subsequently influence acculturation and adaptation are needed. The purpose of this study is to lay the foundation for the conceptualization of such a model. We propose that temperamental predispositions to negative emotionality, anger, and impulsivity may highlight discrimination which in turn may lead to increases in acculturative stress and negative markers of psychosocial well-being. We used SEM to test our hypothesized model. Results supported a modified model. Implications for the measurement of adaptation and design of interventions are discussed. 相似文献
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Vicente M. Lechuga 《Higher Education》2014,68(6):909-926
Scholars have offered numerous approaches and best practices for mentoring faculty, many of which have provided valuable insight into the complex nature of the mentoring process. Yet, little attention has been paid to how faculty mentoring practices can influence a mentee’s intrinsic motivation. Through a series of 15 interviews with faculty members from mathematics, engineering, and life science, coupled with the use of self-determination theory, the author demonstrates how disciplinary backgrounds influence their needs for autonomy, competency, and connectedness, which effects their intrinsic motivation to engage in scholarly work. The author highlights three themes that speak to the notion of “non-intrusive” mentoring practices that can help foster and sustain motivation, and argues that future research is needed to shed more light on how disciplinary cultures influence mentoring. 相似文献
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