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ERIC Number: EJ912626
Record Type: Journal
Publication Date: 2010-Dec
Pages: 26
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-1175-8708
Countering Narratives: Teachers' Discourses about Immigrants and Their Experiences within the Realm of Children's and Young Adult Literature
Graff, Jennifer M.
English Teaching: Practice and Critique, v9 n3 p106-131 Dec 2010
Contemporary issues in education should include conversations about immigration which has shaped our past, defines our present, and will enrich our collective future. This article explores a cadre of K-12 and collegiate United States (US) educators' participation in a graduate course on the construction of immigrants in multicultural literature and the ways in which the educators constructed themselves and immigrants during and after the course. Specifically, the article addresses how the immersion in and discussion of literature involving immigrants can cultivate educators' awareness of hegemonic policies and practices toward immigrants in the US. Engaging in a multilayered analytic method interweaving thematic analysis with critical discourse analysis, the author shares educators' oral and written discourses which both reinforced and countered prevailing socio-political constructions of immigrants in the US. Their discourses also illuminated the interplay between thought and action as indicators of ideological shifts. The author concludes with a discussion of issues surrounding the power of stories as mediums for personal and social change, the use of language as a social act, and educators as aspiring agents of change. (Contains 5 tables and 2 footnotes.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States