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In: Deterritorializing/Reterritorializing
In: Deterritorializing/Reterritorializing
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At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.

In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.

Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.

Abstract

This chapter highlights the experiences of newcomer migrant youth in an urban community in the United States. The authors theorize a lived curriculum of belonging – rooted in the experiences, activities, and transnational experiences of newcomers – positing that the texture and effect of their border stories, trauma, and sense of solidarity among each other informs the pedagogical aspects of their learning and sense of belonging. The authors argue that the newcomers in the project are critical actors in educational processes and practices. In order to capture their experience, methodologically, the researchers focused on youth-generated artifacts to draw out emotions, desires, and perspectives. Elicitation of these artifacts, and other forms of expression, was pertinent in this study of youth belonging as it allowed for the complexities of youth identity to be centered and addressed. From the multi-methods, we argue that our positioning of the curricular space as a critical encounter is a methodological innovation made possible by centering youth voices and experiences.

In: (Re)Mapping Migration and Education
In: (Re)Mapping Migration and Education