5,318 research outputs found
Teaching in the “Home Language” Is not Enough: Navigating Spanish Raciolinguistic Ideologies in a Dual Language Bilingual Program
This ethnographic case study examines how fourth graders in a New York City Spanish/English dual language bilingual public school navigate hegemonic language ideologies about Spanish. Drawing on the scholarship of raciolinguistic ideologies—those that position the language practices of people of color as inherently deficient (Flores & Rosa, 2015), I analyze the discourse of seven Kiskeyanx students to examine how they navigate the widespread raciolinguistic marginalization of Kiskeyanxs— a demographic that is racialized as more Black than other Spanish-speaking groups.
As a first-generation Kiskeyana-New Yorker, a bilingual teacher educator and researcher, and a former dual language bilingual public-school teacher, it was important for me to center self-reflexivity in this research. Before beginning the case study, I engaged in autohistoria-teorĂa—an AnzaldĂşan framing of autoethnography— to examine my own experiences navigating hegemonic ideologies. By analyzing personal and collective herstories, poems, letters, photos, and reflexive memos, I was able to see all the choques (AnzaldĂşa, 1987) I’ve experienced from kindergarten to the present day— the collisions, contradictions, and complicated dynamics brought on by trying to survive within oppressive systems.
Similarly, my analysis of student interviews, classroom observations, and students’ schoolwork brings to light the complex and contradictory ways in which the raciolinguistically marginalized fourth graders navigate oppressive ideologies about themselves. Guided by el conocimiento del cuerpo (Juarez Mendoza & Aponte, 2021) and moment analysis (Li Wei, 2011), I observed tensions and choques in the ways students both aligned with hegemonic ideologies about Kiskeyanxs while also resisting dominant perceptions about their speech. While students expressed pride in their Dominicanness and critiqued limiting raciolinguistic ideologies, they also conveyed an internalization of raciolinguistic ideologies that conflate Kiskeyanxs with linguistic deficiency and inferiority. Students communicated the need to surveil their speech based on discourses of appropriateness (Flores & Rosa, 2015) that relegate their “Dominican” language practices as appropriate for home and Whitestream Spanish as appropriate for school. Ideologies of linguistic purism were also evident in the ways students held themselves to monoglossic expectations of what it means to be fluent in Spanish.
This dissertation calls attention to the hegemony of violent colonial ideologies that pervade even this dual language bilingual school that works intentionally to counter them. To move towards the anti-racist bilingual schooling that civil rights activists envisioned, I discuss potentials for an anti-colonial approach to bilingual education that addresses the deep-seated racist colonial foundations of raciolinguistic ideologies
Feminisms in Movement: Theories and Practices from the Americas
Feminist movements from the Americas provide some of the most innovative, visible, and all-encompassing forms of organizing and resistance. With their diverse backgrounds, these movements address sexism, sexualized violence, misogyny, racism, homo- and transphobia, coloniality, extractivism, climate crisis, and neoliberal capitalist exploitation as well as the interrelations of these systems. Fighting interlocking axes of oppression, feminists from the Americas represent, practice, and theorize a truly "intersectional" politics. Feminisms in Movement: Theories and Practices from the Americas brings together a wide variety of perspectives and formats, spanning from the realms of arts and activism to academia. Black and decolonial feminist voices and queer/cuir perspectives, ecofeminist approaches and indigenous women's mobilizations inspire future feminist practices and inform social and cohabitation projects. With contributions from Rita Laura Segato, Mara Viveros Vigoya, Yuderkys Espinosa-Miñoso, and interviews with Anielle Franco (Brazilian activist and minister) and with the Chilean feminist collective LASTESIS
An embodied approach to informational interventions: using conceptual metaphors to promote sustainable healthy diets
Poor diet quality and environmental degradation are two major challenges of our times. Unhealthy and unsustainable dietary practices, such as the overconsumption of meat and consumer food waste behaviour, contribute greatly to both issues. Across seventeen online and field experiments, in two different cultures (US and China), this thesis investigates if the embodied cognition approach, and more specifically, research on conceptual metaphors, can be used to develop interventions to promote sustainable healthy diets. Interventions relying on conceptual metaphors have been shown to stimulate attitudinal and behavioural changes in other fields (e.g., marketing and political communications), but are rarely adopted to encourage sustainable healthy diets. To fill in this gap in the literature, I conducted five sets of experimental studies examining the effects of different metaphors on specific sustainable healthy dietary practices, each of which forms an independent empirical paper (Chapters 2-6 of the thesis). After introducing the current perspectives on embodied cognition and conceptual metaphors in the context of this research (Chapter 1), Chapter 2 looks into the conceptual metaphor “Healthy is Up”, demonstrating that US people implicitly associate healthiness with verticality, and offering recommendations for healthy eating guidelines. Chapter 3 extends this research to Chinese samples and partially replicates the results. Chapter 4 shows that the anthropomorphic metaphor “Animals are Friends” discourages meat consumption by inducing anticipatory guilt among US omnivores, whereas Chapter 5 reveals that Chinese omnivores are more responsive to another anthropomorphic metaphor, namely, “Animals are Family”. Bringing lab insights 6 to the real world, Chapter 6 demonstrates with a longitudinal field experiment that anthropomorphic metaphors together with environmental feedback result in a higher reduction in food waste as compared to other feedback interventions. The strengths, limitations and implications of those empirical papers are discussed in the conclusive part of the thesis
Displacement and the Humanities: Manifestos from the Ancient to the Present
This is the final version. Available on open access from MDPI via the DOI in this recordThis is a reprint of articles from the Special Issue published online in the open access journal Humanities (ISSN 2076-0787) (available at: https://www.mdpi.com/journal/humanities/special_issues/Manifestos Ancient Present)This volume brings together the work of practitioners, communities, artists and other researchers from multiple disciplines. Seeking to provoke a discourse around displacement within and beyond the field of Humanities, it positions historical cases and debates, some reaching into the ancient past, within diverse geo-chronological contexts and current world urgencies. In adopting an innovative dialogic structure, between practitioners on the ground - from architects and urban planners to artists - and academics working across subject areas, the volume is a proposition to: remap priorities for current research agendas; open up disciplines, critically analysing their approaches; address the socio-political responsibilities that we have as scholars and practitioners; and provide an alternative site of discourse for contemporary concerns about displacement. Ultimately, this volume aims to provoke future work and collaborations - hence, manifestos - not only in the historical and literary fields, but wider research concerned with human mobility and the challenges confronting people who are out of place of rights, protection and belonging
Leading Towards Racial Justice: Counterstories of TK-12 Latinx Men Administrators
More than half of all students in public schools identify as Students of Color. However, there is an underrepresentation of PreKindergarten (PK)-12 Administrators of Color in public schools, including Latinx men administrators. Furthermore, the literature on the experiences and leadership practices of PK-12 Administrators of Color has mostly been on Women of Color and has utilized a phenomenology or case study research design. Therefore, this study sought to address these gaps in the literature by examining the experiences and leadership practices of Transitional Kindergarten (TK)-12 Latinx Men Administrators by centering their voices. This study utilized a Latinx Critical Race Theory framework, a Critical Race CounterStorytelling, and Narrative Inquiry methodology as a lens to examine the educational, life experiences, and leadership practices of TK-12 Latinx Men Administrators in an in-depth and meaningful way. The counterstories of this study derived from individual, semi-structured, open-ended interviews and revealed the participants’ perseverance through discrimination as Men and Educators of Color as well as their culturally responsive leadership practices. The findings of this study also suggested implications for practice for TK-12 public school districts and higher education institutions
Does Intergenerational Trauma Influence Growth or Fixed Mindset Among Ethnic Minorities?
Intergenerational trauma is a phenomenon commonly experienced by ethnic minorities in the United States. This type of trauma can profoundly affect individuals, families, and communities. Despite the prevalence and importance of intergenerational trauma, little research has investigated the link between intergenerational trauma and individuals’ mindsets. Therefore, the purpose of this qualitative descriptive study was to understand the perceptions, experiences, and beliefs of ethnic minorities with intergenerational trauma regarding fixed and growth mindsets. The theory guiding this study was Carol Dweck’s mindset theory. To assess the influence of intergenerational trauma on ethnic minorities’ mindsets, 12 individuals from ethnic minority backgrounds were purposefully recruited through social media. Participants were asked to participate in semi-structured interviews with open-ended questions surrounding their perceptions of intergenerational trauma and fixed and growth mindsets. Specifically, participants’ perceptions regarding their fixed and growth mindsets were explored. Data was analyzed using thematic analysis. The findings of the study have important implications for informing mental health professionals regarding the experiences of ethnic minorities regarding intergenerational trauma and fixed and growth mindsets. Such information may be useful in designing appropriate interventions for different minority populations
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