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Cultural studies aims to critique and challenge existing boundaries. Particularly relevant to a discussion of cultural studies in the context of composition pedagogy are the boundaries that exist between minority and dominant cultures, between disciplines, between academic and street cultures, between ethnicities, races, genders and classes, between student texts, literary texts, and other texts, and between representation and the represented. In an upper-level composition course, a writing project shows several cases where students consciously construct representations of their cultural experiences. Most recognize the destabilization of their identities for the first time and consequently do not feel comfortable. One American student of Puerto Rican descent finds herself troubled over her ethnicity. Working from a government-type definition of "Puerto Rican," she realizes that she cannot define herself as such, but then after reading an assigned author, she nevertheless concludes the opposite, that she may well be "Puerto Rican." Another student feels a lack of empowerment because she has no definitive ethnic identity. African American students often find it difficult to identify with immigrants and with assimilation models since their ancestors were involuntary immigrants. To help students become more aware of how concepts and paradigms, such as those describing race and ethnicity, come into being, they should become familiar with the thinking, interrogating, and writing of concepts and of representation. Using the framework of postructuralism, students could consider the representation of various cultures rather than that they are autonomous entities with origins. (TB)

Descriptors: Case Studies, Cultural Differences, Ethnicity, Higher Education, Multicultural Education, Racial Identification, Writing (Composition), Writing Instruction











Autor: Pari, Caroline

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10287&id=ED386723



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