Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ968821 - (Im)migrations, Relations, and Identities of African Peoples: Toward an Endarkened Transnational Feminist Praxis in Education

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

ERIC Full Text (85K) | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ968821
Title:	(Im)migrations, Relations, and Identities of African Peoples: Toward an Endarkened Transnational Feminist Praxis in Education
Authors:	Okpalaoka, Chinwe L.; Dillard, Cynthia B.
Descriptors:	Ethnicity; Slavery; Educational Experience; Immigrants; Black Studies; African American History; African Americans; Racial Identification; Afrocentrism; African American Education; Discourse Analysis; Immigration; Migration; Migrants; Intergroup Relations; Social History; Intellectual History; Labeling (of Persons); Social Experience; Womens Studies; African American Community; Social Science Research
Source:	Educational Foundations, v26 n1-2 p121-142 Win-Spr 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Date:	2012-00-00
Pages:	22
Pub Types:	Journal Articles; Opinion Papers
Abstract:	This article focuses on the sense of what an "African" (American) identity could mean when viewed through the processes of migrations and fluid identities of contemporary African immigrant children as they interact with their African (Americans) peers in schools. The purpose of this article is to use data from a study of West African immigrant girls and their process of ethnic identity construction to support the authors' position for new discourses and methodologies that challenge the dominant discourses surrounding the Black educational experience in schools. This purpose can be articulated in two central questions that guide this article. First, how does one develop a new understanding of the variations of the term African and American by placing it in a global context (and the "American" in parentheses to designate those who were born of African people brought to the U.S. during the Trans-Atlantic slave trade)? Secondly, how does one acknowledge the role of temporality in current definitions of who is African (American)? The goal of this article is to examine the issue of appropriate naming of African ascendant people in the U.S. and to examine how asking new questions of who they are might lead to a more global framework for studying identity construction and negotiation for African ascendant people in the U.S. (Contains 3 notes.)
Abstractor:	ERIC
Reference Count:	69

Note:	N/A
Identifiers:	United States
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1047-8248
Audiences:	N/A
Languages:	English
Education Level:	Adult Education; Elementary Secondary Education; Higher Education
Direct Link:	http://intraweb.stockton.edu/eyos/page.cfm?siteID=144&pageID=10

Back to Search Results