<b>‘</b>Are you gonna show this to white people?’: Chicana/o and Latina/o students’ counter-narratives on race, place, and representation

Martínez, Ramón Antonio

doi:10.1080/13613324.2015.1121219

Cited by 25 publications

(29 citation statements)

References 31 publications

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“…I acknowledge that I unavoidably exploit the people whose experiences I share here. In an attempt to mitigate that, I aim to point to where they open spaces for counter-possibilities (Martínez, 2017) regarding how the focal students were institutionally positioned.…”

Section: Methodsmentioning

confidence: 99%

Holding Space for Literate Identity Co-Construction

Hikida

2018

Journal of Literacy Research

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Many students of color who are also identified as “struggling” readers are likely to have negative experiences in school. In this article, I discuss the findings of a case study examining how reader identities emerged in and through language for such students. The discourse data analyzed here concern an interactional pattern in which the focal students and their teacher collaborated in disrupting identities of deficiency, and instead constructed literate identities within whole-group discussions of text. These findings highlight moments of agency from students marginalized in schools and point toward ways that teachers and students can collaboratively create space for students’ literate voices to be heard.

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Section: Methodsmentioning

confidence: 99%

Holding Space for Literate Identity Co-Construction

Hikida

2018

Journal of Literacy Research

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“…For example, scholars have found gaps in cultural values between ethnic minorities and universities (Gupton et al 2009;Harper 2012;Locke 2017), with the dominant culture naturally isolating ethnic minority students (Reay et al 2001;Maramba and Velasquez 2012). An oppressive classroom environment was found in white-majority American and British colleges and universities, where white culture was dominant and indubitable (Jessop and Williams 2009;Stromquist 2012;Martínez 2017).…”

Section: Definitions and Theories Of Acculturationmentioning

confidence: 99%

Uyghur college students’ heterogeneous acculturation and related strategies in developed Eastern Chinese Cities

Zhong

Chen

2021

Asia Pacific Educ. Rev.

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This study examines the acculturation of Uyghur college students to a different culture in universities in developed eastern Chinese cities. This study recruited 12 Uyghur university students from Xinjiang who are studying in two elite universities in eastern China. Research shows that Uyghur students often experience acculturation issues in dietary habits, language, and courses and teaching. These acculturation dilemmas are mainly due to differences between colleges' and universities' overall cultural atmosphere in mainland China and Uyghur students' customs and identity. This study finds that Uyghur students generally adopt two strategies-accommodation without assimilation and ambivalence-when reflecting on their living conditions and development while maintaining their steadfast ethnic identity.

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“…Deploying resonance alongside counter‐storytelling (Solórzano and Yosso 2002), I use resonance not only to refer to the affective feelings of belonging but also the amplification of Black visions, experiences, and concerns within society. Counter‐storytelling provides a way of challenging oppressive myths and stereotypes perpetuated by the empowered of society and operates as a form of “self‐definition” that can be “a source of strength and resilience” for those whose narratives have been abused or invisibilised (Martínez 2017; Solórzano and Yosso 2002; Wagaman 2016:228). Affirmative resonance can be redeployed externally to challenge anti‐Black narratives and assert one’s own voice through the practice of counter‐storytelling.…”

Section: Black Geographies Of Respite: Places Of Resistance Through Smentioning

confidence: 99%

Black Geographies of Respite: Relief, Recuperation, and Resonance at Florida A&M University

Allen

2020

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In this article, I argue that places of respite provide relief from the burdens of oppressive articulations and experiences of society and space and are produced through three general practices: relief as a practice that mitigates psychological and physical burdens of oppression; recuperation as a form of (self-)care that can help heal harms; and affirmative resonance as a practice of counter-storytelling that challenges hegemonic social narratives and internalises affirmative narratives for marginalised peoples. Through a case study with members of the Marching 100 at Florida A&M University (FAMU), I demonstrate how these relational practices produce FAMU as a multiscalar place of respite for black students. Finally, I claim that places of respite, produced through a black sense of place, offer scholars interested in affirmative black geographies an ontological object produced by (and productive of) visions and practices of black life and produced for the celebration and protection of black lives.

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‘Are you gonna show this to white people?’: Chicana/o and Latina/o students’ counter-narratives on race, place, and representation

Cited by 25 publications

References 31 publications

Holding Space for Literate Identity Co-Construction

Holding Space for Literate Identity Co-Construction

Uyghur college students’ heterogeneous acculturation and related strategies in developed Eastern Chinese Cities

Black Geographies of Respite: Relief, Recuperation, and Resonance at Florida A&M University

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