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Author: Bic Ngo
Publisher: U of Minnesota Press
ISBN: 1452965242
Category : Education
Languages : en
Pages : 222
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Book Description
The untold stories of resilience in Hmong American education Re-membering Culture is a deep exploration of the intricate dynamics of cultural memory and education, centering the experiences of Hmong American students and educators. Arguing that the school, as a product of coloniality, perpetuates the marginalization and erasure of non-Western epistemologies, author Bic Ngo sheds light on the subtle yet impactful process of structured forgetting within the American education system. This politics of forgetting, in turn, contributes to the fragmentation of Hmong cultural heritage, identity, and community. Based on a high school in an urban center with a considerable Hmong immigrant community, Ngo’s work draws on extensive ethnographic research with Hmong American community leaders, school administrators, parents, teachers, staff, and high school students to understand how they navigate the terrain of Western pedagogy while attempting to retain and preserve Hmong knowledge systems. Exploring a range of school experiences, Ngo traverses students’ challenges in balancing school with family life and the everyday cultural racism encountered in the classroom as well as grassroots efforts to preserve culture, including the establishment of a Hmong Cultural Club. Highlighting these experiences and voices, Ngo provides a nuanced understanding of the challenges Hmong Americans face within an assimilationist society while contesting the dominant anti-immigrant narratives of refugee suffering and poverty. Through these practices of (re)storytelling, resurgence, and refusal, she underscores the agency of the Hmong American community, illuminating how the critical consciousness fostered by re-membering serves as a powerful tool in confronting white hegemonic ideologies in education. Retail e-book files for this title are screen-reader friendly.
Author: Bic Ngo
Publisher: U of Minnesota Press
ISBN: 1452965242
Category : Education
Languages : en
Pages : 222
Get Book Here
Book Description
The untold stories of resilience in Hmong American education Re-membering Culture is a deep exploration of the intricate dynamics of cultural memory and education, centering the experiences of Hmong American students and educators. Arguing that the school, as a product of coloniality, perpetuates the marginalization and erasure of non-Western epistemologies, author Bic Ngo sheds light on the subtle yet impactful process of structured forgetting within the American education system. This politics of forgetting, in turn, contributes to the fragmentation of Hmong cultural heritage, identity, and community. Based on a high school in an urban center with a considerable Hmong immigrant community, Ngo’s work draws on extensive ethnographic research with Hmong American community leaders, school administrators, parents, teachers, staff, and high school students to understand how they navigate the terrain of Western pedagogy while attempting to retain and preserve Hmong knowledge systems. Exploring a range of school experiences, Ngo traverses students’ challenges in balancing school with family life and the everyday cultural racism encountered in the classroom as well as grassroots efforts to preserve culture, including the establishment of a Hmong Cultural Club. Highlighting these experiences and voices, Ngo provides a nuanced understanding of the challenges Hmong Americans face within an assimilationist society while contesting the dominant anti-immigrant narratives of refugee suffering and poverty. Through these practices of (re)storytelling, resurgence, and refusal, she underscores the agency of the Hmong American community, illuminating how the critical consciousness fostered by re-membering serves as a powerful tool in confronting white hegemonic ideologies in education. Retail e-book files for this title are screen-reader friendly.
Author: Cynthia Dillard
Publisher: Beacon Press
ISBN: 0807013870
Category : Education
Languages : en
Pages : 240
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Book Description
An exploration of how engaging identity and cultural heritage can transform teaching and learning for Black women educators in the name of justice and freedom in the classroom In The Spirit of Our Work, Dr. Cynthia Dillard centers the spiritual lives of Black women educators and their students, arguing that spirituality has guided Black people throughout the diaspora. She demonstrates how Black women teachers and teacher educators can heal, resist, and (re)member their identities in ways that are empowering for them and their students. Dillard emphasizes that any discussion of Black teachers’ lives and work cannot be limited to truncated identities as enslaved persons in the Americas. The Spirit of Our Work addresses questions that remain largely invisible in what is known about teaching and teacher education. According to Dillard, this invisibility renders the powerful approaches to Black education that are imbodied and marshaled by Black women teachers unknown and largely unavailable to inform policy, practice, and theory in education. The Spirit of Our Work highlights how the intersectional identities of Black women teachers matter in teaching and learning and how educational settings might more carefully and conscientiously curate structures of support that pay explicit and necessary attention to spirituality as a crucial consideration.
Author: Brady Wagoner
Publisher: Springer Nature
ISBN: 3030326411
Category : Psychology
Languages : en
Pages : 122
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Book Description
This brief charts out principles for a cultural psychology of remembering. The idea at its core is a conceptualization of remembering as a constructive process--something that occurs at the intersection of a person and their social-cultural world. To do this, it moves away from the traditional metaphor of memory as storage and develops the alternative metaphor of construction as part of wider social and cultural developments in society. This new approach is developed from key ideas of Lev Vygotsky and Frederic Bartlett, in particular their concepts of mediation and reconstructive remembering. From this foundation, the authors demonstrate how remembering is conflictual, evolving, and transformative at both the individual and collective level. This approach is illustrated with concrete case studies, which highlight key theoretical concepts moving from micro-level processes to macro-level social phenomena. Among the topics covered are: The microgenesis of memories in conversation The role of narrative mediation in the recall of history Remembering through social positions in conflicts Urban memory during revolutions How memorials are used to channel grief and collective memory Remembering as a Cultural Process traces our ongoing journey to answer the question of the different ways in which culture participates in and is constitutive of what it means for humans to remember. It will be of interest to undergraduate and graduate students as well as researchers in the fields of memory studies or cultural psychology.
Author: Joyce E. King
Publisher: Routledge
ISBN: 1134705271
Category : Education
Languages : en
Pages : 269
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Book Description
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials—including most so-called multicultural materials—obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.
Author: Cynthia B. Dillard
Publisher: SUNY Press
ISBN: 9780791468128
Category : Education
Languages : en
Pages : 158
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Book Description
Offers both a theoretical and concrete example of what W. E. B. Du Bois called “spiritual strivings.”
Author: Peter Hughes Jachimiak
Publisher: Routledge
ISBN: 1317066707
Category : Social Science
Languages : en
Pages : 240
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Book Description
Using an innovative auto-ethnographic approach to investigate the otherness of the places that make up the childhood home and its neighbourhood in relation to memory-derived and memory-imbued cultural geographies, Remembering the Cultural Geographies of a Childhood Home is concerned with childhood spaces and children's perspectives of those spaces and, consequentially, with the personalised locations that make up the childhood family home and its immediate surroundings (such as the garden, the street, etc.). Whilst this book is primarily structured by the author's memories of living in his own Welsh childhood home during the 1970s - that is, the auto-ethnographic framework - it is as much about living anywhere amid the remembered cultural remnants of the past as it is immersing oneself in cultural geographies of the here-and-now. As a result, Remembering the Cultural Geographies of a Childhood Home is part of the ongoing pursuit by cultural geographers to provide a personal exploration of the pluralities of shared landscapes, whereby such an engagement with space and place aid our construction of cognitive maps of meaning that, in turn, manifest themselves as both individual and collective cultural experiences. Furthermore, touching upon our co-habiting of ghost topologies, Remembering the Cultural Geographies of a Childhood Home also encourages a critical exploration of children’s spirituality amid the haunted cultural and geographical spaces and places of a house and its neighbourhood: the cellar, hallway, parlour, stairs, bedroom, attic, shops, cemeteries, and so on.
Author: Lars Eckstein
Publisher: Rodopi
ISBN: 9042019581
Category : History
Languages : en
Pages : 308
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Book Description
The Atlantic slave trade continues to haunt the cultural memories of Africa, Europe and the Americas. There is a prevailing desire to forget: While victims of the African diaspora tried to flee the sites of trauma, enlightened Westerners preferred to be oblivious to the discomforting complicity between their enlightenment and chattel slavery. Recently, however, fiction writers have ventured to 're-member' the Black Atlantic. This book is concerned with how literature performs as memory. It sets out to chart systematically the ways in which literature and memory intersect, and offers readings of three seminal Black Atlantic novels. Each reading illustrates a particular poetic strategy of accessing the past and presents a distinct political outlook on memory. Novelists may choose to write back to texts, images or music: Caryl Phillips's Cambridge brings together numerous fragments of slave narratives, travelogues and histories to shape a brilliant montage of long-forgotten texts. David Dabydeen's A Harlot's Progress approaches slavery through the gateway of paintings by William Hogarth, Sir Joshua Reynolds and J.M.W. Turner. Toni Morrison's Beloved, finally, is steeped in black music, from spirituals and blues to the art of John Coltrane. Beyond differences in poetic strategy, moreover, the novels paradigmatically reveal distinct ideologies: their politics of memory variously promote an encompassing transcultural sense of responsibility, an aestheticist 'creative amnesia', and the need to preserve a collective 'black' identity.
Author: Michelle L. Meade
Publisher: Oxford University Press
ISBN: 0198737866
Category : Psychology
Languages : en
Pages : 513
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Book Description
We remember in social contexts. We reminisce about the past together, collaborate to remember shared experiences, and remember in the context of our communities and cultures. This book explores the topic of collaborative remembering across a wide range of fields, including developmental, cognitive, and social psychology.
Author: Mphathisi Ndlovu
Publisher: Springer Nature
ISBN: 3031398920
Category : History
Languages : en
Pages : 306
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Book Description
This book explores how popular cultural artifacts, literary texts, commemorative practices and other forms of remembrances are used to convey, transmit and contest memories of mass atrocities in the Global South. Some of these historical atrocities took place during the Cold war. As such, this book unpacks the influence or role of the global powers in conflict in the Global South. Contributors are grappling with a number of issues such as the politics of memorialization, memory conflicts, exhumations, reburials, historical dialogue, peacebuilding and social healing, memory activism, visual representation, transgenerational transmission of memories, and identity politics.
Author: Lucas M. Bietti
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110350297
Category : Literary Criticism
Languages : en
Pages : 186
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Book Description
This book aims at building a bridge between the social and political aspects of remembering and the cognitive and discourse processes driving such activities. By analyzing these cognitive and discursive processes, Bietti explores practices of individual and collective remembering in institutional and private settings in relation to periods of political violence in Argentina. This books begins to fill the conceptual gap between cognitive oriented approaches to remembering that draw conclusions about how memory functions in the mind without a detailed discourse analysis of the communicative interaction in which this process unfolds, and the discourse and pragmatic oriented approaches that are mainly interested in analyzing the rhetorical features of conversational remembering, in some cases disregarding that there are underlying cognitive mechanisms that drive the construction of discourses about past experiences. The empirical analysis shows that individual and collective remembering in relation to periods of political violence in Argentina vary in pragmatic ways due to the fact that these accounts of the past were constructed with reference to the communicative situation. Thus, this book also aims at shedding new light on the current practices of commemoration and remembrance related to periods of political violence in Argentina, in public and private settings.
