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Saloshna Vandeyar 《高等教育研究与发展》2020,39(6):1276-1289
ABSTRACT This study set out to explore how Black immigrant academics (BIAs) reconstruct their identities within academe. Utilising the research methodology of narrative inquiry, this article explores how BIAs came to see themselves across those communities, which were of primary importance to them in the reformation of their identities. Through the construction of narratives of experience, their lived and told stories emphasised the diversity of their identities that were negotiated with others within personal, historical and situational contexts. The study of BIAs’ lives from their perspective, in which they actively and socially develop their identities, not only provides a lens through which they can be understood as shifting constructions of identity but allows them to rethink who they are and have become and what influence power relations have in promoting or negating their sense of academic self. 相似文献
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This is an exploratory study on the nature and extent of racial integration in South African schools in the post-apartheid period. While there is vigilant media attention to occasional, dramatic incidents of racial conflict in white schools, there is very little research on the ways in which student identities are framed, challenged, asserted and negotiated within the dominant institutional cultures of former white schools. The research findings suggest that student identities are shaped and framed within stable institutional cultures that remain impervious to change despite the changing demographics of the student body; but that even under these conditions student identities are constantly being questioned and recast as black and white students begin to engage each other in the daily routines of institutional life. 相似文献
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Saloshna Vandeyar 《International Journal of Educational Development》2012,32(2):232-240
The easing of legal and unauthorized entry to South Africa has made the country a new destination for Black immigrants. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. For these immigrant youth, forging a sense of identity may be their single greatest challenge. There is however, very little research on the ways in which immigrant student identities are framed, challenged, asserted and negotiated in South African schools. Accordingly, this study asks how do immigrant students speak about their identifications in light of their negotiation of the school and social spaces in South Africa. Utilising the theoretical frameworks of understanding immigrant identities and identity pathways, this research study attempts to understand the unique experiences of Black immigrant youth inside South African schools. Findings were multi-fold in nature. First, although immigrant students’ ease of assimilation into the chosen reference group was to some degree sanctioned by their phenotypic racial features, their attempt at ‘psychosocial passing’ was politically motivated. Second, immigrant students did not readily classify according to skin pigmentocracy. Third, the majority of immigrant students heightened their ethnic self-awareness in forming their identity, but also assumed hyphenated identities. Fourth, immigrant students were not seen as having an identity, but rather as being ‘plugged into a category with associated characteristics or features’. Fifth immigrant students forged a ‘continental identity’. And sixth, the self-agency of immigrant students was twofold in nature; not only did they want to improve their own condition, but there seemed to be an inherent drive to improve the human condition of others. 相似文献
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This study explores how academics create safe spaces in university classrooms to engage in dialogue about education protest actions in South Africa. Utilising the research methodology of narrative inquiry and the theoretical framework of Pedagogy of Compassion, this paper explores how academics reflect on their responses to change and protest actions and how they co-construct knowledge with students in light of this change. Data capture included a mix of focus group interviews, participant reflections, field notes and a researcher journal and was analysed by means of the content analysis method. Findings reveal that lecturers had to navigate through the institutional quagmire and were confronted by polarised thinking of students. Furthermore, it seemed that student protest actions had a negative effect on lecturers. However, despite the tide of negativity and resistance, lecturers became transformative intellectuals and created safe spaces for students to engage in dialogue and to shatter the ‘normative’ silence. 相似文献
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Theresa Catalano Jill Fox Saloshna Vandeyar 《Journal of Language, Identity & Education》2016,15(3):137-150
Much research is available that details student experiences of immigration and adaptation to receiving countries and schools, but few studies analyze the metaphors used by immigrant students (IS) when talking about the immigration experience, or offer a comparative lens through which to view identity negotiation in two very different contexts. The present paper aims to address these gaps by conducting a comparative linguistic analysis of 20 interviews conducted with IS at universities in South Africa and the United States in order to gain a greater understanding of immigration and the types of identity negotiation processes learners undergo in these very different countries. Findings reveal interesting similarities between metaphorical conceptions of immigration across different cultural contexts and a remarkable resilience in the use of adaptation strategies and identity development that leads to salient pedagogical implications for teachers of higher education who face increasingly international classrooms. 相似文献
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