"We Don't Live in Jungles": Mediating Africa as a Transnational Socio-Spatial Field

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Autor/in	Schmidt, Sandra J.
Titel	"We Don't Live in Jungles": Mediating Africa as a Transnational Socio-Spatial Field
Quelle	In: Teachers College Record, 124 (2022) 6, S.38-61 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681221111060
Schlagwörter	Immigrants; Self Concept; African Culture; Social Networks; Student Adjustment; Multilingualism; French; English (Second Language); Second Language Learning; African Languages; Participatory Research; Action Research; Clubs; Extracurricular Activities; Foreign Countries; Stereotypes; Web Sites; Immigration; Personal Narratives; Cultural Awareness; Teaching Methods; High School Students; Student Characteristics; International Schools; Cote d'Ivoire; Central African Republic; Ethiopia; Guinea; Niger; Senegal; Mauritania; New York (New York) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Selbstkonzept; Africa; Culture; Afrika; Kultur; Social network; Soziales Netzwerk; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Mehrsprachigkeit; Multilingualismus; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language; Languages; Sprachen; Afrikanische Sprache; Forschungstätigkeit; Projektforschung; Club; Klub; Außerunterrichtliche Aktivität; Ausland; Klischee; Web-Design; Erlebniserzählung; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Oberschule; International school; Internationale Schule; Zentralafrikanische Republik; Äthiopien; Mauretanien
Abstract	Background/Context: Amid rising immigration from the African continent to the United States, researchers have begun to explore the transnational identities and networks of African immigrants. There is a small body of literature about whether educational supports for immigrant youth are differentiated to address the particularities of African immigrant youth. Purpose/Objective/Research Question/Focus of Study: Transnational theories presume that subjects use social networks to connect home and diaspora. They are encountering both perceived and lived social spaces to navigate belonging in and across space. This study asks, "How do youth from the African continent mediate transnational belonging in NYC?" Studying the experiences of youth has implications for the curricular and extracurricular spaces of schools wherein newcomer youth navigate how to belong in the diaspora. Population/Participants/Subjects: Research participants are 19 newcomer African youth from Centrafrique, Cote d'Ivoire, Ethiopia, Guinea, Mauritania, Niger, and Senegal. Most of the youth are multilingual and speak French and English as third or fourth languages. Research Design: This qualitative study draws from participatory action research and visual methods. The study was conducted with Sankofa Club, a weekly afterschool student-led club. In the club, students responded to stereotypes by producing websites about the continent and carrying out research within the club to compare their homes and share their migration stories. Findings/Results: The article presents "Africa" as a Mediated Transnational Space, produced by hegemonic structures, that youth mediate as they connect homes. The study finds that youth wrestled with their identification as African. It reexamines transnationalism and positions Africa as a social field through which youth are produced (come to be) as African subjects, redress their belonging to that field by contributing their own symbols and experiences, and use it as they navigate an Africain-NYC that does not adhere to continental boundaries. Conclusions/Recommendations: Educators can support the belonging to home, Africa, and the United States by representing Africa as a generative space in curriculum and social practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01