Problematizing Diversity Initiatives: Japanese American Youth Identities and the Politics of Representation with/in School Spaces

Autor/in	Endo, Rachel
Titel	Problematizing Diversity Initiatives: Japanese American Youth Identities and the Politics of Representation with/in School Spaces
Quelle	In: Equity & Excellence in Education, 47 (2014) 2, S.100-116 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2014.900391
Schlagwörter	Case Studies; Japanese Americans; Extracurricular Activities; Sex Stereotypes; Teaching Methods; Self Concept; Middle School Students; Secondary School Students; Student Attitudes; Cultural Awareness; Cultural Differences; Gender Differences; Student Diversity; Politics; Labeling (of Persons); Clubs + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Außerunterrichtliche Aktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler; Schülerverhalten; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Geschlechterkonflikt; Politik; Labeling-Ansatz; Club; Klub
Abstract	This article reports on a case study that investigated how six Japanese American youth interpreted the effectiveness and relevance of extra-curricular diversity initiatives at their Midwestern middle and secondary public schools. These initiatives were intended to raise cultural awareness, but ultimately promoted cultural fetishism and racially derogatory understandings of "differences." The findings suggest that the diversity-related extra-curricular initiatives produced a range of gendered, racialized, and sexualized stereotypes with/in school spaces that defined the participants and their peers of color in misleading and problematic ways. Recommendations call for more collaborative, critical, and integrated approaches to learning about "differences" with/in school spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10