I Am Enough: A Decolonial Journey of Conocimiento

Autor/inn/en	Kaneria, A. Jyoti; Kasun, G. S.; Trinh, Ethan
Titel	I Am Enough: A Decolonial Journey of Conocimiento
Quelle	In: Journal of Latinos and Education, 22 (2023) 3, S.874-892 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kasun, G. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2020.1861547
Schlagwörter	Hispanic American Students; Study Abroad; Minority Group Students; Decolonization; Ethnicity; Self Concept; Cultural Influences; College Students; Student Experience; Foreign Countries; Student Attitudes; Emotional Response; Spanish; Language Proficiency; Cultural Awareness; Mexico + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Studies abroad; Auslandsstudium; Dekolonisation; Entkolonialisierung; Ethnizität; Selbstkonzept; Cultural influence; Kultureinfluss; Collegestudent; Studienerfahrung; Ausland; Schülerverhalten; Emotionales Verhalten; Spanisch; Language skill; Language skills; Sprachkompetenz; Cultural identity; Kulturelle Identität; Mexiko
Abstract	Research on Latinx students studying abroad is minimal. As such, our primary research question for this study was: What are the identity-oriented experiences of Latinx students of color on a short-term study abroad program? We use a decolonial theoretical perspective to frame our study. The overarching assertion of a "decolonial journey of conocimiento" is evidenced in the students' experiences related to their feeling on the outside and to rebraiding and recasting their identities. Their journeys included personal shifts and transformations where the students were able to grapple with feelings of being an outsider and ultimately, leaned more heavily into their feelings of connection to their language, culture and identity. The findings from our study have implications to consider when taking students of color abroad. In addition, these implications can also benefit teachers in the U.S. context who work with students of color of all backgrounds, Latinx/Transnational students or English Language Learners. In conclusion, we believe that the internal transformations and identity work with which our students engaged were part of the larger decolonial process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01