Changing Landscapes, Changing Narratives: Socio-Cultural Approach for Teaching Global Migrants

Autor/in	Lucic, Luka
Titel	Changing Landscapes, Changing Narratives: Socio-Cultural Approach for Teaching Global Migrants
Quelle	In: Pedagogy, Culture and Society, 24 (2016) 2, S.221-237 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2016.1149504
Schlagwörter	Immigrants; Social Theories; Cultural Influences; Social Influences; Social Media; Elementary School Students; Middle School Students; Interpersonal Relationship; Telecommunications; Information Technology; Semiotics; Language Usage; Educational Practices; Curriculum Development + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Gesellschaftstheorie; Cultural influence; Kultureinfluss; Sozialer Einfluss; Soziale Medien; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Telekommunikationstechnik; Informationstechnologie; Semiotik; Sprachgebrauch; Bildungspraxis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Given the proliferation of new media technologies today's immigrant children and youth are experiencing the effects of "time-space compression" in the domain of interpersonal interactions. Increasingly, they are able to simultaneously engage in developmental activities across their native and host societies. If migration is no longer a one-way binary choice, but rather a culturally dialectical process involving fluid articulation of consciousness and identity across multiple cultural landscapes, how can we structure teaching and learning to support cognitive development of immigrant children and youth as they gradually assume the responsibilities of adulthood? This work builds on socio-cultural theory in order to describe "sense-making", a psychological process situated in interaction with extant social, cultural and physical environments, which employs language actively woven into a narrative as a tool for organising consciousness and perception. Practical recommendations stemming from this theoretical framework are explored in order to enable the tools for curriculum design that support bicultural and transnational developmental orientations. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01