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Full-Text Articles in Other Languages, Societies, and Cultures
Immigrant Student Identities: How Bakhtin And Hermans'' Theories Conceptualize Their Fluidity, Xiaodi Zhou
Immigrant Student Identities: How Bakhtin And Hermans'' Theories Conceptualize Their Fluidity, Xiaodi Zhou
Bilingual and Literacy Studies Faculty Publications and Presentations
This essay discusses how Bakhtin's conception of double-voicedness and cultural identities, along with Hermans's theories of I-positionality and subjectivities, helps frame researchers' characterization of immigrant students' complex and fluid identities. This age of globalization has increased the number and dimensions of positions anyone can assume. Immigrant identities, particularly students, can especially be conceptualized as dynamic and in flux, fluctuating between at least two cultural positions. Sometimes their transnational identities can be conceived as hybridized and dialogic between these cultural norms.
Moving Beyond Apartheid Schooling And “Adequate Education”, Elena M. Venegas
Moving Beyond Apartheid Schooling And “Adequate Education”, Elena M. Venegas
Bilingual and Literacy Studies Faculty Publications and Presentations
Though the passage of the Civil Rights Act of 1964 outlawed discrimination based on race, color, religion, sex, and/or national origin, contemporary society within the United States is all but free from discrimination. The Supreme Court Brown v. Board of Education (1954) ruling and other landmark legislation passed during the Civil Rights Movement pushed our country toward a path of tolerance and the end of discrimination. Yet, despite these tremendous gains, discrimination still occurs not only at a societal level, but also in terms of schooling (Bakari, 2003; Ferguson, 2003; Harris & Schroeder, 2013; Mackinney & Rios-Aguilar, 2012.) Through critical …
Exploring Parent-Teacher Partnerships As Border Pedagogy: Supporting Emergent Bilingual Student Learning, Sandra Mercuri
Exploring Parent-Teacher Partnerships As Border Pedagogy: Supporting Emergent Bilingual Student Learning, Sandra Mercuri
Bilingual and Literacy Studies Faculty Publications and Presentations
Developed by a bilingual teacher educator in the U.S. working with in-service teachers serving predominantly bilingual students from U.S. and Mexico, this study is uniquely positioned to use innovative research in bilingual teacher education for empowering teachers to develop culturally and linguistically responsive border pedagogies. Specifically, this study explores parent-teacher partnerships as border pedagogy that supports emergent bilingual student teaching and learning. Aimed at disrupting traditional modes of research and practice grounded in monolingualism, this qualitative critical study uses the concept of border pedagogy as a theoretical framework to explore how 16 bilingual in-service teachers enrolled in a master’s program …
Second Reaction: Consumed By Mystery In The Mammoth Cave (Review), Elena M. Venegas
Second Reaction: Consumed By Mystery In The Mammoth Cave (Review), Elena M. Venegas
Bilingual and Literacy Studies Faculty Publications and Presentations
Jennifer Bradbury’s River Runs Deep is a pre–Civil War mystery that envelopes the reader in the story of Elias Harrigan, a twelve-year-old boy who is ill with consumption (tuberculosis). Unfortunately for Elias, he lives in an era that predates modern medicine. In a last-ditch effort to save his life, Elias is sent to Kentucky to be treated by Dr. John Croghan. Though Dr. Croghan employs several unusual treatments, he primarily believes that the Mammoth Cave, in which his practice is housed, will prove beneficial for his patients. Elias is the youngest of Dr. Croghan’s patients and soon becomes restless and …
An Arab American Boy Fights For His Voice: Finding Identity Within Literature, Xiaodi Zhou
An Arab American Boy Fights For His Voice: Finding Identity Within Literature, Xiaodi Zhou
Bilingual and Literacy Studies Faculty Publications and Presentations
The literacy experiences of Arab American youths are often overlooked in the US, and this paper examines the reading responses of one Arab 5 th grader as he struggles for agency in a classroom of majority culture fellow students. This study follows the book talk of a class dealing with a text about immigration. Though he often struggles to contribute his perspective, as an actual immigrant himself, he is sometimes ignored and frustrated. This paper looks at this issue through Fairclough (2001) and van Dijk’s (1985, 2001) critical discourse lens, examining the intersectionality of racial, gender, and power issues in …