Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Comparative cultural studies (2)
- Comparative humanities (2)
- Comparative literature (2)
- Comparison of marginalities and culture (2)
- Comparison of primary texts across languages and cultures (2)
-
- Cultural Belonging (2)
- Cultural Recognition (2)
- Culture and sociology (2)
- Diasporic, exile, (im)migrant, and ethnic minority writing (2)
- Diversity (2)
- Ethnicity (2)
- Film and literature (2)
- France (2)
- Gender studies (2)
- Generation gap (2)
- Globalization (2)
- Hybridity (2)
- Identity (2)
- Immigrant Identity (2)
- Immigration (2)
- Integration (2)
- Intercultural education (2)
- Intercultural studies (2)
- Interculturalism (2)
- Ireland (2)
- Jacobinism (2)
- Language acquisition (2)
- Laïcité (2)
- Literature (2)
- Memory (2)
Articles 1 - 3 of 3
Full-Text Articles in Education
Introduction To New Work On Immigration And Identity In Contemporary France, Québec, And Ireland, Dervila Cooke
Introduction To New Work On Immigration And Identity In Contemporary France, Québec, And Ireland, Dervila Cooke
CLCWeb: Comparative Literature and Culture
No abstract provided for the introduction.
Thematic Bibliography To New Work On Immigration And Identity In Contemporary France, Québec, And Ireland, Dervila Cooke
Thematic Bibliography To New Work On Immigration And Identity In Contemporary France, Québec, And Ireland, Dervila Cooke
CLCWeb: Comparative Literature and Culture
No abstract provided.
Immersive Practices: Dilemmas Of Power And Privilege In Community Engagement With Students In A Rural South African Village, J. Michael Williams, Lisa M. Nunn
Immersive Practices: Dilemmas Of Power And Privilege In Community Engagement With Students In A Rural South African Village, J. Michael Williams, Lisa M. Nunn
Engaging Pedagogies in Catholic Higher Education (EPiCHE)
Power is manifested in many ways within immersive study abroad experiences. One of the paradoxes of this reality is that structures of power simultaneously create the conditions necessary for immersive community engagement programs to exist as well as limit the action, voice, and autonomy of the actors involved in the community engagement. Unequal power relations are an enduring dilemma of this kind of work even when the intention is to “join in community” with others to learn, create, and build relationships side by side for mutually beneficial purposes. In this paper we offer lessons we have learned, and continue to …