作为课程文本的移民教育者:基于族裔社区的艺术项目中的实践

Q3 Social Sciences
B. Ngo, Betsy Maloney Leaf, Diana Chandara
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引用次数: 1

摘要

摘要:本研究通过对三个以共同种族为基础、以社区为基础、服务于移民青年的艺术项目的民族志研究,来考察移民教育者作为青年“课程文本”的方式。它说明了移民教育者的经验、存在和互动的课程性质,他们与年轻人分享相同的种族、民族背景、语言和文化遗产。它大大有助于重新设想在正规和非正规环境中进行教育的可能性,并有助于重新评价以种族为基础的社区组织及其移民工作人员的工作。在有色人种教师稀缺的背景下,探索少数族裔教育工作者在校外的课程贡献,对于理解少数族裔教育工作者对推进文化相关教育学的意义至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Immigrant educators as curriculum texts: The praxis within co-ethnic community-based arts programs
Abstract This study draws on ethnographic research from three co-ethnic community-based, arts programs serving immigrant youth to examine the ways in which immigrant educators serve as “curriculum texts” for youth. It illustrates the curricular nature of the experiences, being and interactions of immigrant educators who share with youth the same racialized ethnic backgrounds, languages, and cultural heritage. It significantly contributes to the re-imagining of the possibilities for education across formal and non-formal settings, and the re-valuing of the work of co-ethnic community-based organizations and their immigrant staff. Against the backdrop of a paucity of teachers of color, exploring the curricular contributions of minoritized educators in out-of-school contexts is critical for understanding significance of minoritized educators for advancing culturally relevant pedagogy.
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来源期刊
Journal of Curriculum and Pedagogy
Journal of Curriculum and Pedagogy Social Sciences-Education
CiteScore
1.60
自引率
0.00%
发文量
29
期刊介绍: The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.
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