Identity Production in Figured Worlds: How some Mexican Americans become Chicana/o Activist Educators

Using Holland, Lachicotte, Skinner, and Cain’s (1998) theory of identity and their concept of figured worlds, this article provides an overview of how twenty-four Mexican Americans came to produce Chicana/o Activist Educator identities. The desire to raise consciousness (teach for social justice pero con ganas) and “give back to the [their] community” became a very important part of this identity. Using an ethnographic interview as well as a life history interview methodology, this article specifically focuses on the participants’ conceptual and procedural identity production in local Chicana/o activist figured worlds (usually in colleges and universities). In these local figured worlds, the participants produced a more complex process of identity production that was both conceptual and procedural. The article concludes with broad implications for urban teacher education. Luis Urrieta, Jr. is assistant professor of cultural studies and education and Fellow in the Lee Hage Jamail Regents Chair in Education at the University of Texas at Austin. His research interests are in identity, agency, and social movements in education with a focus on Chicana/o and Indígena (P’urhépecha) education, citizenship and social studies education. 1 University Station D5700, Austin, TX 78712, USA.     

Learner Identity Amid Figured Worlds: Constructing (In)competence at an Urban High School

This article explores the figured world of learning at urban Oakcity High School, describing the learner identities that were available to students amid the practices, categories, discourses and interactions of this world. My aims are 2-fold and interconnected: (1) to reframe a taken-for-granted phenomenon—that students tend to do poorly at urban high schools serving low income students of color, and (2) to apply a situated perspective and the concepts of figured worlds and positional identities to the study of learning and identity at an urban high school, expanding the use of these concepts in educational research. Beth C. Rubin is an Assistant Professor in Graduate School of Education, Rutgers The State University of New Jersey 10 Seminary Place New Brunswick NJ 08901 USA     

Student Engineers and Engineer Identity: Campus Engineer Identities as Figured World

The research reported here contributes to understanding how student engineers on an engineering campus in the US mid-continent not only talked about the kinds of people recognized as engineers on campus, but also juxtaposes their talk about “campus engineer identities” with two students' ways of presenting themselves as engineers through engineering project teamwork to argue that campus engineer identities framed on-campus interpretations of actions, and ultimately that identity production was a complicated process through which campus engineer identities (cultural knowledge learned on campus) provided a lens of meaning through which to “recognize” (or not) performances of engineer selves as engineers. This research adds to conversations about identity in practice, especially identity production in science education, by suggesting the importance of cultural forms for belonging, especially at an obdurate site of science practice like the campus studied.     

万紫千红总是春——让学生在作文中“异想天开”

在中学作文教学中,要鼓励学生大胆想像,提出假设,并不断发现新事物、新问题。让他们有良好的联想和直觉思维能力。可采取的具体做法是:1.拓展知识面:包括训练学生听力,进行知识积累;增加课外阅读,创设交流场所;鼓励学生外出,与人进行交流。2.利用已有知识,进行创造想像:包括根据课文内容,进行创造想像;根据画面内容,进行创造想像;根据生活常识,进行创造想像。     

Identity for Sale: The Limits of Racial Reform in Urban Schools

The Urban Review - When multicultural education emerges in urban schools, it usually addresses educational inequality by focusing on cultural histories, principles, and pedagogies. The fundamental...     

对新时期\"培养观\"的几点认识

就新时期对学生的“培养观”问题谈了一些粗浅的认识,以期引起大家的讨论,并推动教学改革向更深的层次发展。     

种族政治压力下的政治现代性诉求——从《大同报》看满族留日学生的政治认同

一批受西学知识洗礼的满族留日学生,超然于现政府与革命党之上,以救亡图存自任。他们主张以国民主义取代狭隘民族主义,满汉平等、满汉蒙回藏合成一中华民族。他们将外患问题、种族问题皆归结为政治制度问题,呼吁以立宪来建立责任政府。建立责任政府的第一步则是民选的国会。他们也信奉社会进化论,重视最大多数人的最大幸福,其政治理念具有鲜明的现代性。辛亥革命时期,《大同报》诸人对专制主义的批判,对政治现代性的诉求,无疑是具有革命性意义的。     

Identity Traps or How Black [1] Students Fail: The interactions between biographical,sub-cultural,and learner identities

The enduring inequities experienced by African-Caribbean students in UK schools has been well documented. This paper aims to better understand how these inequities have come to be so enduring. Through detailed analyses of data generated through a school ethnography, this paper demonstrates the processes through which African-Caribbean students are identified as undesirable, or even intolerable, learners. The paper builds on the insights offered by earlier school ethnographies while deploying and developing a new theoretical framework. This framework suggests that the discursive practices of students and teachers contribute to the performative constitution of intelligible selves and others. Drawing on this framework, the paper demonstrates how African-Caribbean race and sub-cultural identities, and further intersecting biographical identities including gender and sexuality, are deployed within organisational discourse as evidence of these students' undesirable learner identities.     

How Young Schoolboys Become Somebody: The role of the body in the construction of masculinity

This paper explores the key role of the body in the construction of identity in school boys aged 10-11. The findings are based on data gathered from a 1-year empirical study set in three UK junior schools. I argue that the body is used by the boys as a means of classification, inclusion and differentiation, and is the principal resource to establish status and position within the pupil peer group. The most prevalent and esteemed resource is physicality and athleticism (found particularly in sports and informal playground games), but I also examine how the body is used in tough and intimidating ways, and show how boys construct identities by using their bodies as a social symbol to display items of sports-related and brand-inscribed clothing. Finally, I consider how the body forms a major component in the construction of dominant and subordinated forms of masculinity.     

语言学习与认同建构:在华留学生的案例研究

与一些研究以中国大学中的本国少数民族为研究对象不同,本研究以一位在中国高校求学之留学生教育经历作为个案,关注的重点是来自不同国家和文化背景的在华留学生与中国人、中国社会及中国文化交际时面临的困难.研究发现,汉语言能力是影响在华留学生参与成功度的关键因素之一,但要分析留学生社会融合与语言学习的限制因素,则需要将案例放在更广阔的社会、文化、体制情境下去考察.     

从敦煌吐鲁番文书看汉语音译外来词的汉化历程——以"疊""氎""牒""(毪)""緤"为例

"疊"、"牒"是纯粹音译词,它们进入汉语后,有一个逐渐汉化的过程:"疊"发展为"氎","牒"演变成"(毪)"、"緤".本文利用敦煌吐鲁番文献,揭示了"疊"、"牒"的汉化过程,同时指出:音译词外来语源的本质,决定了它们不可能汉化得非常彻底.     

浅谈中专班主任应如何指导学生就业

我国劳动力供大于求的矛盾长期存在。中专生 ,学历层次低 ,接受教育的时间短 ,实践经验不足 ,素质不高 ,就业的劣势不言而喻。在班主任工作中 ,通过各种方式和途径 ,帮助学生做好就业前的准备工作 ,激励学生不断提高学历 ,造就自我 ,具有十分重要的意义     

Overseas Students in the United Kingdom: Some Recent Developments

'At last overseas students are being taken seriously rather than for granted'. This assessment by a THES leader writer (4 April 1986) is a fair reflection of how the attitudes of both Government and Britain's higher education institutions have changed over the last few years. Until relatively recently, overseas students were regarded as little we than a fact of life whose presence here was very largely a reflection of Britain's post-imperial contacts and responsibilities. They occupied a far from central position either educationally or politically. Now, however, the overseas student question is firmly established on the political agenda und serous attempts are being made to develop coherent national and institutional policies. This paper casts some light on how this change has come about. It begins by outlining the ways in which British policy has evolved since about 1980 and goes on briefly to analyse recent trends in overseas student enrolment in this country .     

Mentors, Collaborators, Worlds or Wooden Legs: Some Images of the Role of Computers in Educational Contexts

For most users, including students, the choice of interface metaphors defines the nature, purpose and capabilities of both the computer and its software. In educational contexts the choice of interface metaphors includes consideration of beliefs and theories concerning the nature and purpose of education and the way in which learning takes place. These understandings are modified over time, resulting in changes to the types of metaphors which are felt to be appropriate for educational software. In addition to the choices made deliberately by software designers, most metaphors carry with them a legacy of extraneous understandings or entailments which may not necessarily be in keeping with their intended purposes.This article critically examines a selection of the most common and arguably the most influential of those broader metaphorical conceptions concerning the role of the computer in the classroom which have been responsible for setting the tone of student- com puter interaction. © IFIP, published by Kluwer Academic Publishers     

Design Education without Borders: How Students Can Engage with a Socially Conscious Pedagogy as Global Citizens

This study examines the student experience of a third sector graphic design project in an international context. Inspired by a humanist and socially conscious perspective that was originally set out by Ken Garland's ‘First Things First’ manifesto in 1964, the project developed into a collaborative learning experience for African and European students. The aim of this project was to develop student global citizenship and mobility through a cultural learning experience in a very different environment with challenging resources and social conditions. Using student interviews and evidence from their reflective journals, this article analyses how UK design students participated and negotiated the implementation of live projects in an African context, specifically Mozambique. It also examines the wider impact on the cohort of students and friends who did not travel to Africa but followed the experience online. Risk taking, experimentation and an appetite for enquiry are attributes that students are encouraged to develop, but they can equally apply to teachers and lecturers as they develop their curricula. Within the framework of university learning, teaching and assessment strategies space can be found for design educators to look beyond corporate and conventional consumer outlets to a more socially conscious and community focus without borders.     

Practice–Based Research Degree Students in Art and Design: Identity and Adaptation

Within the United Kingdom higher education system there has been a recent growth in practice–based research degrees in art and design. This constitutes a relatively recent innovatory step in doctoral education, with students now able to submit for examination a written thesis combined with practical work in over forty academic departments. It also constitutes an intellectual innovation in terms of attempting to combine the creative impulse with traditional research criteria such as the need for systematic analysis, documentation, theorisation and so on. To–date little has been written about research students adaptation to such practice–based research degrees, and so, in order to chart the experiences of such students, qualitative interviews were undertaken with 50 research students at various UK universities. This paper based on those interviews examines one dimension of how students adapt to this kind of study, focusing on their conceptions of identity.