Nepantlera Pedagogy in an Immigrant Youth Theater Project: The Role of a Hmong Educator in Facilitating the Exploration of Culture and Identity

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Autor/inn/en	Ngo, Bic; Chandara, Diana
Titel	Nepantlera Pedagogy in an Immigrant Youth Theater Project: The Role of a Hmong Educator in Facilitating the Exploration of Culture and Identity
Quelle	In: Teachers College Record, 123 (2021) 9, S.87-111 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681211051979
Schlagwörter	Theater Arts; Immigrants; Hmong People; Self Concept; Community Organizations; Writing (Composition); Adult Educators; Youth Programs; Ethnicity; Teaching Methods; Teacher Role; Risk; Urban Areas; Ethnography; Culturally Relevant Education; Audio Equipment; Video Technology; Self Disclosure (Individuals); Teacher Characteristics; Cultural Awareness; Korean Americans; Asian Americans + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Immigrant; Immigrantin; Immigranten; Selbstkonzept; Schreibübung; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Jugendsofortprogramm; Ethnizität; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Risiko; Urban area; Stadtregion; Ethnografie; Audio-CD; Cultural identity; Kulturelle Identität; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	Background/Context: Community-based youth theater programs afford youth opportunities to explore and "author" new identities by "performing writing." Yet, we know much less about the ways in which immigrant youth are exploring struggles and changes within their families and ethnic community. We particularly lack research about the roles of immigrant adult educators in youth programs, and the significance to the pedagogical process of their experiences, being, and modes of interacting with young people who share with them a common ethnicity. Purpose/Objective/Research Question/Focus of Study: The purpose of the study is to explore the role of a community-based Hmong immigrant educator as a "nepantlera," or boundary-crossing "guide" in Hmong youth's negotiation of culture and identity. It is guided by three questions: (1) How does nepantlera pedagogy move beyond self-other dichotomies? (2) How does nepantlera pedagogy facilitate rewriting the self to construct new visions of ethnic identity? and (3) How does nepantlera pedagogy entail risking the personal? Setting: The research setting was a Hmong community-based arts organization in an urban center in the Midwestern United States. Population/Participants/Subjects: Three 1.5-generation Hmong American adult staff of a community-based organization, one Korean American teaching artist from a local theater company, and 11 second-generation Hmong American adolescents participated in the study. Research Design: The study draws from a critical ethnographic investigation of the culturally relevant practices of a youth theater project within a Hmong coethnic organization. Data Collection and Analysis: Ethnographic data collection occurred over the 4-month program cycle of the theater project. Data sources include field notes from participant observations, semi-structured interviews, audio and video recordings of the activities, work products, and documents about the program and organization. The data were analyzed with thematic analysis techniques. Findings/Results: The findings suggest that the nepantlera pedagogy of the Hmong immigrant educator fostered opportunities for Hmong youth to (1) disrupt binaries between first-generation and second-generation immigrants by exploring not only differences but also commonalities; (2) imagine new ethnic selves by exploring and rewriting a Hmong edict against same-last-name relationships; and (3) experience the vulnerability of their Hmong educator through disclosure about his personal life. Conclusions/Recommendations: The nepantlera pedagogy of an immigrant educator within a coethnic community-based organization brings a perspective from the nepantla, or "in-between," of culture and identity that provides immigrant youth with a deeper level of cultural knowledge and connectedness to navigate their multiple worlds. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01