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Identity

2011

Articles 1 - 6 of 6

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England Nov 2011

Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This chapter concludes the edited volume Hyphenated Identities and affords a chance to juxtapose how transnational students negotiate school and identity with how school systems in turn view such students, and then it allows the examination of two different strategies -- situational ethnicity versus the assertion of hyphenated identity -- as a glimpse into the cosmology of transnationally mobile students as they come into adulthood.

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Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga Nov 2011

Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga

Department of Teaching, Learning, and Teacher Education: Faculty Publications

An examination of responses by 346 students from Nuevo León and Zacatecas, Mexico, who had previously attended schools in the United States, found that 37% asserted a hyphenated identity as "Mexican-American," while an additional 5% identified as "American." Put another way, 42% did not identify singularly as "Mexican." Those who insisted on a hyphenated identity were not a random segment of the larger sample, but rather had distinct profiles in terms of gender, time in the United States, and more. This chapter describes these students, broaches implications of their hyphenated identities for their schooling, and considers how this example may …

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Tracking Identity: Academic Performance And Ethnic Identity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko Aug 2011

Tracking Identity: Academic Performance And Ethnic Identity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko

Education | Faculty Scholarship

This article examines Ecuadorian students' attempts to contest immigrant stereotypes and redefine their social identities in Madrid, Spain. I argue that academic tracking plays a pivotal role in the trajectory of students' emergent ethnic identity. To illustrate this process, I focus on students who abandon their academic and professional ambitions as they are tracked into low‐achieving classrooms, and in the process participate in social and cultural practices that reify dominant stereotypes of Latino immigrants.[academic tracking, identity, immigration, ethnicity, Spain]

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Beyond The Language Program Model: The Importance Of Student Identity For The English Language Learner, Arthi Rao Jun 2011

Beyond The Language Program Model: The Importance Of Student Identity For The English Language Learner, Arthi Rao

College of Education Theses and Dissertations

This ethnographic dissertation study focuses on life in fourth grade classrooms, examining how sociocultural experiences and influences in the local learning environment impact native Spanish-speaking English language learners’ (ELL) identities, and subsequently how students perceive their schooling experience and language practices. Connections are made between their learning and experiences that occur in their classrooms and schools at large, specifically through language of instruction and schooling practices, and how ELLs identify themselves as individuals and members of society. This qualitative research looks at ELLs in transitional bilingual and dual language classroom contexts through the frameworks of sociocultural theory and language as …

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Relationship To Place: Positioning Aboriginal Knowledge And Perspectives In Classroom Pedagogies, Neil Harrison, Maxine Greenfield Feb 2011

Relationship To Place: Positioning Aboriginal Knowledge And Perspectives In Classroom Pedagogies, Neil Harrison, Maxine Greenfield

Aboriginal Policy Research Consortium International (APRCi)

This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we inter- viewed teachers in these schools, it became clear that there is considerable confusion over the difference between Aboriginal perspectives and Aboriginal knowledge with both concepts being used interchangeably to teach syllabus content and information about Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal knowledge in their programs, without recreating some of the …

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Book Review Of "Culture, Curriculum, And Identity In Education" By H. Richard Milner (Ed.) (2010), New York, Palgrave Mcmilla., Edward Shizha Jan 2011

Book Review Of "Culture, Curriculum, And Identity In Education" By H. Richard Milner (Ed.) (2010), New York, Palgrave Mcmilla., Edward Shizha

Edward Shizha

Identity involves different facets of human self-definition and is unequivocally a vital element of individuals’ lives, especially in diverse societies. Culture and identity are intertwined. In education, culture in the curriculum plays a vital component in students’ identity formations. Supportive school environments provide socially, culturally and linguistically appropriate curricula that legitimize identity formations. Teachers and the curricula they teach are sources of identity formation. Every classroom encounter is largely dictated by the teacher’s role and the perception the teacher has of the students.

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