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ERIC Number: EJ870841
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0013-1946
On Transnational Curriculum: Symbols, Languages, and Arrangements in an Educational Space
Peng, Ping-Chuan
Educational Studies: Journal of the American Educational Studies Association, v45 n3 p300-318 2009
A middle-school classroom of English as a Second Language (ESL) for Somali and Vietnamese refugees is examined here. With Lefebvre's (1991) theory of the production of space and an additional help of postcolonial criticism (Fanon 1967; Willinsky 1998), this article first reviews how interplays among national flags, teaching and learning activities, and classroom arrangements served to nationalize a curriculum that "walls" (Marcuse and von Kempen 1995) these students in national margins. Second, to further critiques and practices, the author argues that an "Other" is critical in making a triad for "becoming" and the emergence of alternative transnationalism. More than defending differences in terms of originality, such transnationalism and the purpose of its pedagogy (Said 1994; Spivak 1997) reconceptualize the relations among culture, people, and place (Gupta and Ferguson 1992), and pursues more diverse trajectories of "Becoming Others". (Contains 1 figure and 8 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A