Cosmopolitanism as Transnational Literacy: Putting Spivak to Work

Autor/in	Purcell, Mary Elizabeth
Titel	Cosmopolitanism as Transnational Literacy: Putting Spivak to Work
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 1, S.61-73 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Purcell, Mary Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1725427
Schlagwörter	Foreign Countries; Cultural Background; Asians; Teaching Methods; Intervention; Educational Philosophy; Selective Admission; Student Attitudes; Females; Single Sex Schools; Self Concept; Peer Acceptance; Social Isolation; Epistemology; Educational Experience; Cultural Differences; Student Adjustment; Novels; High School Students; Cultural Awareness; Reading Materials; Immigrants; Australia + Suchen Sie Ihr Suchwort? Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Bildungsselektion; Schülerverhalten; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Selbstkonzept; Soziale Isolation; Erkenntnistheorie; Bildungserfahrung; Kultureller Unterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Novel; Roman; High school; High schools; Oberschule; Cultural identity; Kulturelle Identität; Immigrant; Immigrantin; Immigranten; Australien
Abstract	Recent rapid increase in the number of Australians of Asian backgrounds has significantly altered the demographic mosaic in schools. This has major ramifications for Australian classrooms with regards to the transnational exchanges now ubiquitous. In response, this paper proposes a view of cosmopolitanism as "transnational literacy" as enunciated by Spivak. It draws on a pedagogical intervention that explored the emerging spaces of the Australian classroom as they negotiate their complex relationship with Asia. This intervention sought to elicit responses from 20 students, predominantly from Asian backgrounds, in an all-girls selective secondary school. Interviews were conducted with 10 of these students; group discussions were audio-recorded; and written responses were gathered before and after the course. Several key themes emerged from their responses. First, students reported difficulty negotiating norms of Australian-ness. Second, they identified nation-centric narratives as key sources of feelings of exclusion. Finally, many reported changes in their epistemic constructions of themselves and of others after contesting these norms. As a result of thinking with Spivak, this paper suggests a view of cosmopolitanism that highlights the importance of our learning to become implied readers of culturally different texts in ways that generate ethical sensibilities towards spaces of intercultural exchange. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01