公民场所文学:通过虚拟跨国实践者研究追踪城市移民女孩的民主意义建构

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ankhi G. Thakurta
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引用次数: 0

摘要

历史上被边缘化的青年通过公民素养塑造公共生活,这些素养植根于他们的身份和遭受系统性不公正待遇的经历。因此,扫盲学术界追溯了实践者探究(一种参与式的知识生产方式)如何在教育上支持这些素养的蓬勃发展。但是,当边缘化青年在多个国家的不平等背景下协商公共生活时,这项研究却大多停留在国家层面。本文通过一项虚拟的跨国实践研究,探讨了两名分别来自美国和印度的城市移民女孩--来自世界上最大、最不平等的两个民主国家的多重边缘化青年--是如何参与民主意义建构的。通过追踪青少年如何在两个不同的探究社区接受学习邀请,以及如何与教师-研究者进行一对一的对话,本研究强调了她们的公民场所素养:即她们的意义建构实践,这些实践反映了她们在民主社区中的交叉身份如何塑造了她们在这些环境中的社会空间导航。文章追溯了与印度和美国女孩的公民地方素养有关的两个主题,最后对未来的研究和实践如何以城市移民女孩的公民地方素养、能动性和跨境抵抗为中心提出了建议。(WC = 203)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Civic Place Literacies: Tracing Urban Migrant Girls' Democratic Meaning‐Making Through Virtual Transnational Practitioner Research
Historically marginalized youth shape public life through civic literacies that are rooted in their identities and experiences with systemic injustices. Literacy scholarship has accordingly traced how practitioner inquiry, a participatory approach to knowledge production, can educationally support the flourishing of these literacies. But while marginalized youth negotiate public life across multiple national contexts of inequality, this research has remained mostly nation‐bound. This paper extends prior scholarship in a comparative, cross‐national direction by exploring how, in a virtual transnational practitioner study, two urban migrant girls based in the United States and Indiamultiply marginalized youth from two of the world's largest and most unequal democraciesengaged in democratic meaning‐making. Tracing how youth took up learning invitations across two separate inquiry communities and one‐on‐one conversations with the teacher‐researcher, it foregrounds their civic place literacies: that is, their meaning‐making practices which reflected how their intersectional identities in their democratic communities shaped, too, their socio‐spatial navigations of those contexts. Tracing two themes related to girls' civic place literacies across India and the United States, the article concludes with implications for how future research and praxis can center urban migrant girls' civic place literacies, agency, and resistance across borders. (WC = 203).
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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