From Head to Hand to Global Community: Social Media, Digital Diplomacy, and Post-conflict Peacebuilding in Kosovo

Brantmeier, Edward J.; Richardson, Jayson W.; Xharra, Behar; Brantmeier, Noorie K.

doi:10.1007/978-3-030-50949-1_4

Cited by 3 publications

(10 citation statements)

References 4 publications

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“…When relational spaces built on trust and acceptance are created in a study abroad program, the students connect with each other by sharing and reflecting with compassion (Brantmeier, 2013), an aspect that was foundational in developing this particular study abroad program. Gaining experiences of connection and strengthening their connectionist facultad provided the students with the opportunity to internalize and embodied community building, while their facultad gave them an awareness to begin their personal transformations.…”

Section: Discussionmentioning

confidence: 99%

“…The faculty of study abroad programs can facilitate the personal journey of Latinx and other BIPOC students to self-discover in a heritage location. This study described a class discussion and reflections where the students were vulnerable, which led to deep personal learning about themselves, their family, and their ancestors (Brantmeier, 2013), something that other leaders of study abroad programs with heritage seekers could work toward. Future research can analyze the ways Latinx and other BIPOC students experience the contradictions in the place of their study abroad program and ways they cross thresholds to connect with others in the group and with the local community.…”

Section: Concluding Thoughts: Departures Toward Future Directions And...mentioning

confidence: 99%

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“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program

Kaneria

Kasun

Marks

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: Little research on Latinx students studying abroad has explored the historic sensibilities they bring to their experiences abroad related to their bordered realities. Research Purpose and Question: This study explores the experiences of Latinx students in one Mexico study abroad class session through the lenses of border theory and Anzaldúan theory. The research question was: What are the experiences of Latinx students as they reflect on their unique participation in a heritage study abroad program, particularly their understanding of the metaphorical “in between” space at borders? Participants: The participants were nine Latinx students. Research Design: The study used a qualitative research design. Findings: Our data analysis revealed two primary findings. First, the students were heavily engaged in nepantla (living in the liminal in-between) as part of the study abroad process. Second, the students experienced connection as nepantleras. The students’ expressions of nepantla were experiences of self-awareness around their guilt and grief. Their nepantlera connection was with themselves; their language, culture, and identity; the group; and their families, in spirit and in the flesh. Conclusions and Recommendations: As the students allowed themselves to talk about, reflect on, and process their feelings, they were planting the seeds for transformation and healing. Because of their facultad (gift of awareness) as nepantleras (bridge builders), we observed the students create bridges not only for their conflicting feelings, but also for their families’ interactions and experiences, all of which were painful and challenging for them. Gaining experiences of connection and strengthening their connectionist facultad provided the students with the opportunity to internalize and embody community building while their facultad gave them an awareness to begin their personal transformations. We argue gaining the lived experience of building community through a connectionist facultad has the potential for the students in this program to create transformative spaces and experiences with their families and their local communities. For K–12 and U.S.-based higher education, our findings support the implementation of ethnic studies and critical multicultural curricula not only to attend to guilt that may be experienced by Latinx youth, but also as a remedy for the disconnect many feel toward their heritage. For directors and researchers of study abroad, we suggest examining both the demographics of the countries where students study and the demographics of the participants in the study abroad group to determine how this influences the students’ feelings and interactions and to guide program development.

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Section: Discussionmentioning

confidence: 99%

Section: Concluding Thoughts: Departures Toward Future Directions And...mentioning

confidence: 99%

“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program

Kaneria

Kasun

Marks

2022

Teachers College Record: The Voice of Scholarship in Education

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“…(p. 175) (see also Li and Garcia, 2022) To be reconstitutive in the three senses entails, in practical terms, Co-Learning, a concept I first wrote about in 2013 in the context of heritage language education in complementary schools in the UK (Li, 2013). It was inspired by Brantmeier's work on what he calls Pedagogy of Vulnerability (Brantmeier, 2020), but the concept itself came not from education but from other disciplines ranging from artificial intelligence and computer simulation to global security systems and business information management. In essence, co-learning is a process in which several agents simultaneously try to adapt to one another's behaviour so as to produce desirable global outcomes that would be shared by the contributing agents.…”

mentioning

confidence: 99%

“…) in knowledge construction. According to Brantmeier (2020), the characteristics of a colearning relationship include:…”

mentioning

confidence: 99%

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Translanguaging, multimodality, southern theory, and pedagogical possibilities

Wei

2022

Pedagogies: An International Journal

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Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning

Wei

2023

Lang. Teach.

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The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make. Translanguaging takes one step further from multilingualism in challenging the raciolinguistic ideologies that view bilingual learners as having separate languages and languaging lives. It instead views their racial/ethnic identities and linguistic practices together, that is, their translanguaging being. My main argument here is that to use translanguaging as a pedagogy for inclusion and social justice requires a change of mindset, not just practice – that is, translanguaging pedagogy rather than pedagogical translanguaging – which can be achieved through processes of ‘co-learning’ and ‘transpositioning’.

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From Head to Hand to Global Community: Social Media, Digital Diplomacy, and Post-conflict Peacebuilding in Kosovo

Cited by 3 publications

References 4 publications

“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program

“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program

Translanguaging, multimodality, southern theory, and pedagogical possibilities

Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning

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