Decentering Americanness: Transnational Youth Experiences of Recognition and Belonging in Two U.S. High Schools

Autor/in	Shirazi, Roozbeh
Titel	Decentering Americanness: Transnational Youth Experiences of Recognition and Belonging in Two U.S. High Schools
Quelle	In: Anthropology & Education Quarterly, 49 (2018) 2, S.111-128 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12240
Schlagwörter	Qualitative Research; High School Students; Epistemology; Cultural Differences; Participant Observation; Interviews; Classroom Communication; Student Mobility; Migrants; Teacher Student Relationship; Self Concept + Suchen Sie Ihr Suchwort? Qualitative Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erkenntnistheorie; Kultureller Unterschied; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Klassengespräch; Mobility; Mobilität; Migrantin; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept
Abstract	This qualitative study examines how notions of sociopolitical membership and belonging are constructed in conversations about cultural difference. Drawing upon nine months of participant observation, informal conversation, and interviews with transnational youth at two U.S. high schools during the 2013-2014 academic year, my analysis highlights classroom conversations in which notions of "us" and "them" are delimited. These exchanges reveal tensions over the epistemic authority of teachers and how inquiry spaces of the classroom are constructed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01