'Getting Our Spirits Out,' Letting Youth Spirits and Life Worlds into the Classroom through Youth Radio Arts for Transnational Students

Autor/in	Walker, Dana
Titel	'Getting Our Spirits Out,' Letting Youth Spirits and Life Worlds into the Classroom through Youth Radio Arts for Transnational Students
Quelle	In: Ethnography and Education, 13 (2018) 3, S.286-307 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2018.1441042
Schlagwörter	Radio; Foreign Students; Ethnography; Theater Arts; Cultural Influences; Immigrants; Interaction; Creative Activities; Teaching Methods; Discourse Analysis; Language Usage; High School Students; Underachievement; Video Technology; Audio Equipment; Semi Structured Interviews; Assignments; Observation; Mentors; Speech Communication; Human Body; Interpersonal Communication; Action Research; Participatory Research + Suchen Sie Ihr Suchwort? Ethnografie; Theaterwissenschaft; Cultural influence; Kultureinfluss; Immigrant; Immigrantin; Immigranten; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Sprachgebrauch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Performance deficiency; Leistungsschwäche; Audio-CD; Assignment; Auftrag; Zuweisung; Beobachtung; Menschlicher Körper; Interpersonale Kommunikation; Projektforschung; Forschungstätigkeit
Abstract	This paper analyses the cultural practices that were introduced in a radio improv class on the first day of Youth Radio Arts for immigrant students, and how these practices served as resources to mediate students' understanding of, and realisation of 'voice' over time. The theory-method combines insights from interactional ethnography and postmodern approaches to multilingual language ecologies. The analysis focuses on speech body play, parody, and embodied expression as salient dimensions of interactions with the radio improv mentor that found echoes in student reflections at the end of the year regarding the purpose of the programme and the meanings of voice and communication. The analysis of interactions from the first day together with ethnographic records from across the year, revealed the importance of taking into account the subjective and affective dimension of language, embodied perceptions, and cultural memory in multilingual settings constituted by transnational students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01