ERIC Number: EJ951270
Record Type: Journal
Publication Date: 2011
Reference Count: 53
Cultural Dialogue as Identity-Work
McLean, Cheryl A.
Yearbook of the National Society for the Study of Education, v110 n1 p153-172 2011
Migration is more than a geographical concept; rather, migration represents the social repositioning and cultural negotiation that take place across Home spaces (i.e., native and adopted countries, societies, and identity groups). With the physical relocation of migration come demands that migrants renegotiate and redefine the notion of H/home (McLean, 2010). Similar to Gee's (1999) notion of (big D, little D) D/discourse, the author offers the concept of H/home to make a distinction between and show interrelations among the native Home, the adopted or host country, and the residential local communities that immigrant youth negotiate. Immigrants or newcomers to sociocultural contexts are compelled to address and respond to multiple contexts that span host (the United States), Home (native country), and home (households in the host country) settings. In this article, the author looks at the social nature of learning through a lens that sees literacy as social practice. Drawing on the notion of identity and literacy as socially situated, the author explores the concept of cultural dialogue as the active and critical negotiation of spaces and resources that takes into account the multiple social contexts that immigrant youth inhabit and the ways in which social forces shape the young person's literacy practices and identities.
Descriptors: Migration, Immigrants, Correlation, Youth, Social Environment, Cultural Context, Self Concept, Literacy, Social Influences, Family Environment, Culturally Relevant Education, Teaching Methods, Cultural Differences
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: email@example.com; Web site: http://nsse-chicago.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A