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This book engages readers via the international contributions from
"home" field sites around the world and international authors.
Importantly, the various chapters address a wide spectrum of
educational contexts - ranging from higher education, to K-12
public and private schools, to prison schools. The realistic
accounts portrayed in each of the chapters address how local
collaborations are instantiated through the research process, from
access and data collection to the write-up phases. The major themes
that emerge across the chapters highlight 1) positionality and
negotiation of multiple roles, i.e., researcher, educator,
colleague, friend, community member; 2) reconciling multiple,
hybrid, and intersectional identities with varying insider/outsider
statuses vis-a-vis research participants; 3) resulting power
dynamics in connection to relational identities - sometimes
conflicting, consolidating, equalizing, and/or elevating; 4)
innovative methodological responses to these dilemmas; and 5)
integrated research designs and research ethics, offering
possibilities for participation and insights on the social impact
of research findings. Each of the book's chapters thus individually
and collectively treat and resolve local ways of doing home (field)
work and highlight the creation and sharing of knowledge among
researchers and research participants.
This book engages readers via the international contributions from
"home" field sites around the world and international authors.
Importantly, the various chapters address a wide spectrum of
educational contexts - ranging from higher education, to K-12
public and private schools, to prison schools. The realistic
accounts portrayed in each of the chapters address how local
collaborations are instantiated through the research process, from
access and data collection to the write-up phases. The major themes
that emerge across the chapters highlight 1) positionality and
negotiation of multiple roles, i.e., researcher, educator,
colleague, friend, community member; 2) reconciling multiple,
hybrid, and intersectional identities with varying insider/outsider
statuses vis-a-vis research participants; 3) resulting power
dynamics in connection to relational identities - sometimes
conflicting, consolidating, equalizing, and/or elevating; 4)
innovative methodological responses to these dilemmas; and 5)
integrated research designs and research ethics, offering
possibilities for participation and insights on the social impact
of research findings. Each of the book's chapters thus individually
and collectively treat and resolve local ways of doing home (field)
work and highlight the creation and sharing of knowledge among
researchers and research participants.
Transcultural Flows of English and Education in Asian Contexts
examines issues concerning the potential of English learning and
teaching to go beyond the classroom and affect the multicultural
realities of Asian societies. Asian societies often carry long
histories and traditions that influence beliefs about
identities,which are changing in our globalizing world. The authors
in this volume explore the synthesis that occurs when culture is
shared and re-constructed in different contexts. Specifically, the
authors show how English is appropriated and refashioned through
language and culture exchanges both inside and outside of
traditional classrooms in East Asia (i.e., Japan, South Korea,
China) and Southeast Asia (e.g.., Indonesia, Thailand). Inside the
classroom, transcultural flows have the potential to result in
take-up, exchange, appropriation, and refashioning of language and
cultural practices that can generate transcultural realities
outside the classroom. Understanding transcultural flows may also
require understanding circumstances outside of the classroom-for
instance, transcultural exchanges that lead to friendships and
professional relationships; as companies embrace English and
attempt to reach a global audience; as English facilitates access
to global interaction in cyberspace; and as membership to nation
states, recognition, and identity often confront the politics of
English as a global language. For both teachers and students of
English, the impact of transcultural connections reaches far beyond
the teaching and learning experience. English connects people
around the globe-even after students and teachers have finished
their lessons or teachers have left the country. To examine the
transcultural flows that result from English learning and teaching
in Asia, this book addresses the following questions: What becomes
of English when it is unmoored from local, national, and regional
spaces and imaginatively reconceptualized? What are new forms of
global consciousness and cultural competency? How is English
rediscovered and reinvented in Asian countries where there are long
traditions of cultural beliefs and language practices? How are
teachers and students taking up and appropriating English inside
and outside classrooms? How has English learning and teaching
affected social, political, and business relationships? This book
will be of interest to scholars in sociolinguistics, anthropology,
and education.
Based on more than two years of fieldwork conducted in a Yemeni
community in southeastern Michigan, this unique study examines
Yemeni American girls' attempts to construct and make sense of
their identities as Yemenis, Muslims, Americans, daughters of
immigrants, teenagers, and high school students. All American
Yemeni Girls contributes substantially to our understanding of the
impact of religion on students attending public schools and the
intersecting roles school and religion play in the lives of Yemeni
students and their families. Providing a valuable background on the
history of Yemen and the migration of Yemeni people to the United
States, this is an eye-opening account of a group of people we hear
about every day but about whom we know very little. Through a
series of intensive interviews and field observations, Loukia K.
Sarroub discovered that the young Muslim women shared moments of
optimism and desperation and struggled to reconcile the America
they experienced at school with the Yemeni lives they knew at home.
Most significant, Sarroub found that they often perceived
themselves as failing at being both American and Yemeni. Offering a
distinctive analysis of the ways ethnicity, culture, gender, and
socioeconomic status complicate lives, Sarroub examines how these
students view their roles within American and Yemeni societies,
between institutions such as the school and the family, between
ethnic and Islamic visions of success in the United States. Sarroub
argues that public schools serve as a site of liberation and
reservoir of contested hope for students and teachers questioning
competing religious and cultural pressures. The final chapter
offers a rich and important discussion of how conditions in the
United States encourage the rise of extremism and allow it to
flourish, raising pressing questions about the role of public
education in the post-September 11 world. All American Yemeni Girls
offers a fine-grained and compelling portrait of these young Muslim
women and their endeavors to succeed in American society, and it
brings us closer to understanding an oft-cited but little
researched population.
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