Making (Critical) Meaning of Meaning-making: Complicating the Racialization of Asian Indian American Youth

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2022-04-03 DOI:10.1080/10665684.2022.2064368

Nikhil M. Tiwari

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引用次数: 1

Abstract

ABSTRACT This article examines the racializing processes throughlining the meaning-making of a Guru Vandana—an annual teacher appreciation event organized by many Asian Indian communities across the U.S.—that took place in a Midwestern city in 2019. Guided by a framework of transmodalities (a novel lens for the analysis of multimodal semiosis) and critical bifocality (a methodological approach to connect discursive and lived practices with broader structural arrangements), the author drew on interview and observational data of a set of Indian American parents and children and white teachers who attended the event to trace and analyze meanings intended, made, and missed of featured performances (e.g., dance, chants, and yoga demonstrations by the children). Indexing the deep embedment of Indian American positioning within multiple translocal and transnational hierarchies, findings reveal Guru Vandana’s tacit operation as a space wherein varied framings and understandings of Indianness circulate to both contest and (re)produce racialization, stereotypes, and caste subjectivity.

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意义制造的（批判性）意义制造：使亚裔印度裔美国青年的种族化复杂化

摘要本文探讨了2019年在中西部一座城市举行的“万达纳大师”（Guru Vandana）的种族化过程。在跨模态（一种分析多模态符号的新视角）和批判性双焦点（一种将话语和生活实践与更广泛的结构安排联系起来的方法论方法）框架的指导下，作者利用一组参加活动的印度裔美国家长、儿童和白人教师的采访和观察数据，追踪和分析特色表演（如儿童的舞蹈、圣歌和瑜伽示范）的意图、制作和错过的含义。研究结果表明，印度裔美国人的定位深深植根于多个跨地方和跨国等级制度中，揭示了古鲁·万达纳作为一个空间的默契运作，在这个空间里，对印度人的各种框架和理解相互竞争，并（重新）产生种族化、刻板印象和种姓主观性。

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来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.