Complicating Culturally Relevant Pedagogy: Unpacking West African Immigrants' Cultural Identities

Autor/inn/en	Allen, Keisha McIntosh; Jackson, Iesha; Knight, Michelle G.
Titel	Complicating Culturally Relevant Pedagogy: Unpacking West African Immigrants' Cultural Identities
Quelle	In: International Journal of Multicultural Education, 14 (2012) 2, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Culturally Relevant Education; Immigrants; African Culture; Case Studies; Indigenous Knowledge; Ethnic Stereotypes; Black Studies; Ideology; Social Values; Student Attitudes; Educational Experience; Citizen Participation; Political Attitudes; Interpersonal Competence; Cultural Awareness; Identification (Psychology); Foreign Countries; Semi Structured Interviews; Grounded Theory; Cameroon; Gambia; Ghana; Guinea; Liberia; Nigeria; Senegal; Sierra Leone; United States + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Africa; Culture; Afrika; Kultur; Case study; Fallstudie; Case Study; National stereotype; Nationales Stereotyp; Ideologie; Sozialer Wert; Schülerverhalten; Bildungserfahrung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Political attitude; Politische Einstellung; Interpersonale Kompetenz; Cultural identity; Kulturelle Identität; Ausland; Kamerun; USA
Abstract	This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American classrooms. We extend culturally relevant theory in order to reflect the heterogeneity of Black immigrant experiences in challenging simultaneously invisible and stereotypical views of African values, knowledges, and ideologies. We call for practitioners and researchers to attend to Black immigrant youth's hybrid identities, indigenous knowledges, and enactments of cultural competence and socio-political consciousness within curriculum. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01