U.S. Empire and an Immigrant's Counternarrative: Conceptualizing Imperial Privilege

Autor/in	Chávez-Moreno, Laura C.
Titel	U.S. Empire and an Immigrant's Counternarrative: Conceptualizing Imperial Privilege
Quelle	In: Journal of Teacher Education, 72 (2021) 2, S.209-222 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chávez-Moreno, Laura C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120919928
Schlagwörter	Stellungnahme; Immigrants; Teacher Education Programs; Foreign Policy; Whites; Power Structure; Personal Narratives; Advantaged; United States History; Social Justice; Critical Theory; Teaching Methods; Multicultural Education; Mexican Americans; Educational Experience; Acculturation; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Außenpolitik; White; Weißer; Erlebniserzählung; Soziale Gerechtigkeit; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Hispanoamerikaner; Bildungserfahrung; Akkulturation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremacy. Next, she relates her own immigrant counternarrative to expose masternarratives that operate against immigrants. By sharing her journey toward understanding imperialism and her own positionality, she also contributes an immigrant perspective to the field. Third, the author introduces the concept of "imperial privilege," inviting the field to recognize and challenge masternarratives. The author concludes by inviting readers to historicize U.S. imperialism in their research and practice, and thus embrace more humanizing narratives. While the argument focuses on the United States, it also applies broadly to other high-income imperialist countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01