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ERIC Number: EJ769261
Record Type: Journal
Publication Date: 2004-Jan
Pages: 18
Abstractor: ERIC
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1071-4413
Multiculturalism or Assimilation? An Examination of a University International House through a Cultural Studies-as-Praxis Model
Ryba, Tatiana V.; Williams, J. Patrick
Review of Education, Pedagogy & Cultural Studies, v26 n2-3 p211-228 Jan 2004
This paper examines issues of social difference and justice in a university international student center through a "cultural studies as praxis" model, which had been developed in the field of cultural studies and/in education by Handel Wright at the University of Tennessee (Wright 2001, 2001/2002). The model blends and hybridizes three distinct fields of scholarship: cultural studies theory, an activist form of service learning known as service learning for social justice, and qualitative research. The authors further conceptualized their project through interpretive interactionism (Denzin 1989) to frame how international student identities are constructed and represented through programming in the International House (I-House). In this paper, the authors begin by describing their paradigmatic approach to the I-House, with emphasis on how the articulation of cultural studies literature, service learning for social justice, qualitative research, and interpretive interactionism shaped their project. They then offer an overview of how they, as service learning students, worked in and around the I-House. After describing the I-House's history, organization and programming, and the explicit and implicit goals of the organization, they discuss issues of representation, cultural hegemony, and community outreach that became evident during their project. Finally, they briefly address the ramifications of the cultural studies as praxis model, and conclude with a call for international student centers to critically reflect on their own institutional practices in light of their "findings." (Contains 6 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee