‘A friend who understand fully’: notes on humanizing research in a multiethnic youth community

Paris, Django

doi:10.1080/09518398.2010.495091

Cited by 144 publications

(90 citation statements)

References 9 publications

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“…We found evidence of students bridging discourses, navigating boundaries, and appropriating new knowledge within a space of expanded learning. We found that students' linguistic funds of knowledge were engaged and linguistic repertoires were broadened as students recognized peers as multilingual users with whom they could practice their linguistic dexterity (Paris, 2011). As they engaged in translanguaging, they recognized they all had room for growth, while at the same time they had tremendous resources to share with each other.…”

Section: Discussionmentioning

confidence: 94%

“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities

Martin‐Beltrán

2014

International Multilingual Research Journal

132

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Section: Discussionmentioning

confidence: 94%

“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities

Martin‐Beltrán

2014

International Multilingual Research Journal

132

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“…This methodology is considered particularly useful given that the focus of this project was on examining children's experiences of transition and subjective wellbeing, rather than a top-down consideration of the impact of children's literacy on its own. Initially, the project involved the second author (who was initially unknown to the children) spending a total of one day a week for a term in classrooms with the children in order to establish rapport and trust (Gifford, Bakopanos, Kaplan, & Correa-Velez, 2007;Paris, 2011). Following this initial period of rapport and trust building, participants were given disposable cameras and instructed to take photos of things around the school that were important to them.…”

Section: Methodsmentioning

confidence: 99%

“It will be hard because I will have to learn lots of English”: experiences of education for children newly arrived in Australia

Heer

Due

Riggs

et al. 2015

International Journal of Qualitative Studies in Education

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Educational experiences during childhood are critically important for development, but migrant children often experience unique challenges. To ameliorate these, extra training in English language -such as provided by the Intensive English language program in South Australia (IELP) -is frequently offered to children taking on English as an additional language (EAL). The present study aimed to examine the experience of transition into mainstream classes for children in the IELP, particularly in relation to their overall wellbeing.As such, the study utilised interviews conducted with newly arrived children in Australia aged five to 13 who were enrolled in an IELP, with interviews conducted both pre and post transition into mainstream primary school classes. The findings indicate that most children felt anxious prior to transition, especially regarding speaking English, but were less concerned about this once entering their new class. Making friends was considered to be difficult, but easier when there were children with whom they were familiar from other contexts, or if there was another child in the class with a shared cultural or linguistic background.

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“…However, ethnographic research can humanize those lives (Paris, 2011). Martin (2017) offered the term crossover scholarship to describe when a researcher of children's literature "[writes] about groups to which the scholar does not belong" (p. 98).…”

Section: Researcher Positionalitymentioning

confidence: 99%

TitleIXStory Club: Creating Possibilities for Minoritized Middle School Girls in Physical Activity

Degener¹

2018

J Adolescent & Adult Lit

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The author draws on the ideas of counter‐storytelling and critical race methodology to examine the ways that urban, racially minoritized middle school girls create hope in sports and physical activity contexts. Although the passage of Title IX has brought more equal opportunities for many women and girls in sports, racially minoritized female athletes continue to feel opposition to their participation in sports and physical activity. This article identifies how middle school girls use critical counter‐storytelling to name narratives that others hold about them that impact their ability to participate in sports. The author highlights how, when given the opportunity, middle school girls can encourage one another to name and speak back to negative narratives. The author also offers suggestions for how educators might create space to hear the voices of racially minoritized girls in the curriculum.

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‘A friend who understand fully’: notes on humanizing research in a multiethnic youth community

Cited by 144 publications

References 9 publications

“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities

“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities

“It will be hard because I will have to learn lots of English”: experiences of education for children newly arrived in Australia

TitleIXStory Club: Creating Possibilities for Minoritized Middle School Girls in Physical Activity

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