Education Commons^™

Cultivating Identities In A Place Called Home: Intersectional, Ever Changing Identities Of Vietnamese American Youth In Culturally Sustaining Spaces, Thuy Vi Nguyen

Journal of Southeast Asian American Education and Advancement

Educators and scholars have been advocating for culturally sustaining pedagogies in the classroom that extends, honors, and sustains the cultures and backgrounds of our growing Students of Color population. Moving beyond pedagogies in classrooms, I examine culturally sustaining spaces in culture clubs and community-based organizations and how they cultivate the identity development and sense of belonging of Vietnamese American high school students. I find that these students have complex identities that are intersectional and ever changing, existing outside the Black-White binary. Vietnamese culture clubs provide a space that allows students to belong and express their identity in a positive way, …

Journeying “Home”: Negotiating Belonging As Vietnamese American Việt Kiều, Mary Yee

Journal of Southeast Asian American Education and Advancement

For Southeast Asian young people who left as adolescents from their home countries, their connections to those places are often fraught with ambiguity. As for almost all first-generation immigrant youth, issues of belonging in America have touched multiple aspects of their lives, including issues of identity. Not belonging is the diasporic experience of the immigrant (Christou, 2011; Skrbis, 2008). This qualitative study examined the lived experience of three Vietnamese American young people returning home as Việt Kiều, or diasporic Vietnamese. For these emerging adults, it was an important developmental task to figure out one’s place in the world: one’s belief …

Dinner Table Syndrome: A Phenomenological Study Of Deaf Individuals’ Experiences With Inaccessible Communication, David R. Meek

The Qualitative Report

Conversations at the dinner table typically involve reciprocal and contingent turn-taking. This context typically includes multiple exchanges between family members, providing opportunities for rich conversations and opportunities for incidental learning. Deaf individuals who live in hearing non-signing homes often miss out on these exchanges, as typically hearing individuals use turn-taking rules that differ from those commonly used by deaf individuals. Hearing individuals’ turn-taking rules include use of auditory cues to get a turn and to cue others when a new speaker is beginning a turn. Given these mechanisms, hearing individuals frequently interrupt each other—even if they are signing. When deaf …

جدليّة الوطن والانتماء وأثرها في المجتمع بين سعيد عقل وأحمد مطر, Samir Itani

BAU Journal - Society, Culture and Human Behavior

The term Motherland wasn’t used by the ancient Arab writers and poets, and even if it was mentioned it would mean the house or the residence, as for the concept of the motherland, as identified nowadays, it didn’t exist in the era before Islam or the Middle ages, but it started emerging during the 19th century, when the national sense developed at the Arabs, and they were introduced to this concept by the western culture which invaded all the east.Among the models which the researcher poet “Said Akel” may study, a Lebanese whose thoughts match with those who attempt to …

Perceptions And Experiences Of Belonging During The Transition From Primary To Secondary School, Lynette Longaretti

Australian Journal of Teacher Education

A young person’s sense of belonging at school can affect their level of motivation, academic achievement and wellbeing. During the transition from primary to secondary school, one’s sense of belonging may be affected by the changes and challenges encountered.

This paper reports some of the findings from a larger qualitative longitudinal study that investigated the factors that contribute to educational resilience during the transition from primary to secondary school. Data gathered from interviews with sixteen Year 6 students from three Victorian primary schools over a period of eighteen months is presented and analysed.

A key theme identified from the larger …

Being And Belonging: Student-Teachers’ Contextual Engagement In Schools, Enda Donlon, Elaine Mcdonald, Sabrina Fitzsimons, Pj Sexton

Australian Journal of Teacher Education

While School Placement is long established as a central component of Initial Teacher Education programmes, there is an increasing awareness that these placement experiences should go beyond the practical activities most directly associated with teaching. This paper considers how engagement in a school placement period with a focus on non-teaching activities contributes to the professional and personal development of student-teachers, and to their sense of ‘belonging’ while on placement. Drawing primarily on the analysis of data obtained from online logs maintained by student-teachers during this predominantly non-teaching placement, it establishes the activities that they engaged in, and their reflections and …

Preservice Teachers’ Sense Of Belonging During Practicum Placements, Yvonne Dewhurst, Michelle Ronksley-Pavia, Donna Pendergast

Australian Journal of Teacher Education

Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settings and procedures; 3. Interpersonal interactions; and, 4. Strategic behaviours. This study indicates belonging as crucial to preservice teachers’ cognition, …