Reconsidering Transculturation and Power

Hirabayashi, Lane Ryo

doi:10.17953/amer.28.2.62jw6h3524502t50

Cited by 15 publications

(7 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…First, transculturized does not infer uniformity (Welsch, 1999). Second, the Transculturalized Diversity and Inclusion Model is an attempt at what Hirabayashi (2002) calls neoculturation (creation of new, unique, cultural formulations) of diversity of vastly different cultures and life styles that will embrace new advances to learn, imagine, and create knowledge about others (Kim, 2016). We in HRD should be as comfortable with diversity as with our individual and collective similarities.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Transculturalized Diversity and Inclusion Model: A New Framework for Disabilities

Thoms

Burton

2018

Advances in Developing Human Resources

View full text Add to dashboard Cite

The Problem. After 30+ years of debating the best model for disability, there is a need for a new framework. As the medical model of disability seeks a cure and the social model points to the environment, neither model is without its flaws. Human resource development (HRD) professionals and practitioners are in a position to craft a model that reflects the experiences of people with disabilities. This new model will strengthen HRD's importance in the field and its impact on other disciplines. The Solution. This article offers consideration to be given for a new model for disability that addresses the complexities of cultural boundaries, gives value to the experiences of people with disabilities, and changes language in how disabilities are described. Using the results of the literature review, a path to the Transculturalized Diversity and Inclusion Model lays the groundwork for further research. This article accesses the perceptions of people with disabilities regarding both models, incorporates the strategies used by HRD scholars and researchers for improving value in a growing population of disabled people, and synthesizes a platform for future discussion and development of the Transculturalized Diversity and Inclusion Model. The Stakeholders. HRD practitioners, especially those serving populations with disabilities, will benefit greatly from a new model and perspective provided by the Transculturalized Diversity and Inclusion Model. HRD scholars likewise will be provided with a new framework for conducting research on people with disabilities in the workplace.

show abstract

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Transculturalized Diversity and Inclusion Model: A New Framework for Disabilities

Thoms

Burton

2018

Advances in Developing Human Resources

View full text Add to dashboard Cite

show abstract

“…In the current era, the more fluid and transnational nature of many communities under the Asian American umbrella demands a more expansive analysis, of which the concept of transnationalism can prove helpful. As Asian communities have migrated to the United States and the Americas for over 200 years, scholarship on Asian diasporas in North America have also taken place, providing some of the groundwork and current framework for research on transnationalism (Hirabayashi, 2002;Vang, 2010). In education, previous reforms concerning Asian Americans included calls to make curriculum and assessment more multicultural and culturally relevant, being mindful of the diversity under the panethnic umbrella (Fu, 1995;Suzuki, 1984).…”

Section: Intersectionality and Transnationalismmentioning

confidence: 99%

Asian Americans and Education

Chang¹

2017

Oxford Research Encyclopedia of Education

View full text Add to dashboard Cite

The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, “Asian American” generally refers to people who have ethnic backgrounds in South Asia (e.g., Bangladesh, India, Pakistan, Sri Lanka), Southeast Asia (e.g., Cambodia, the Philippines, Thailand, Vietnam), and East Asia (e.g., China, Japan, Korea, Taiwan). As “Asian American” is an umbrella term used to categorize a very diverse, heterogeneous, and transnational set of populations, Asian Americans as a group present various challenges to education and research in and about the United States. These challenges can concern paradigms of achievement, citizenship, family involvement, access (e.g., higher education, bilingual education), language and culture, race and ethnicity, and school community. In order to address these paradigmatic challenges, a great deal of scholarship has called for a disaggregation of the data on populations that fall under the pan-ethnic “Asian America” umbrella term, to gain a more nuanced and dynamic understanding of the many diverse populations and their historical, cultural, economic, and political experiences. To further address the problematic framing of Asian Americans in education and related fields, scholars have applied critical lenses to key tensions within conceptualization, policy, curriculum, and pedagogy. More recently, the notions of intersectionality and transnationalism have been generative in the study of Asian Americans, within not only educational research but also Asian American studies, which generally falls under the field of ethnic studies in the U.S. context, but has also been categorized under American studies, cultural studies, or Asian studies. While characterizations of Asian Americans as “the Model Minority” or “the Oppressed Minority” persist, the relevance of such static binaries has increasingly been challenged as the Asian American populations and migrations continue to diversify and increase.

show abstract

“…Algunos conceptos como "frontera", (tanto geopolítica como metafórica) (Álvarez, 1995;Anzaldúa, 1999;Besserer, 2008;Kearney, 2006, etcétera. ), transculturación (Hirabayashi, 2002), zona de contacto (Pratt, 1994), fueron claves para entender este fenómeno.…”

Section: Hacia Una Trans-naciónunclassified

“…Ortiz: a diferencia de la aculturación, la transculturación reconoce la relación de poder entre dos grupos en contacto, uno colonizador y otro colonizado y, después de los procesos transculturales, surge una nueva fórmula cultural (Hirabayashi, 2002). Los sujetos experimentan un nuevo contexto social donde las prácticas sociales y políticas se van transformando a medida que se incorporan al sistema dominante.…”

Section: Conclusionesunclassified

“…Ahora bien, cada comunidad es un entramado cultural muy complejo (Besserer, 2013), ya que está compuesta por sujetos de diferentes orígenes con experiencias y elementos culturales diferentes que adquirieron en su lugar de origen y/o lugares de residencia temporal. En otras palabras, los rituales realizados en las comunidades yaquis se han transformado, a través de los procesos de transculturación (Hirabayashi, 2002) constantes y gracias a la diversificación de los participantes, a pesar de los esfuerzos desde arriba para conservar lo más tradicional y "auténtico".…”

Section: Campo Ritual Transnacionalunclassified

See 1 more Smart Citation

Hacia la trans-nación yaqui :intercambio, fronteras e identidades

Fukuma

View full text Add to dashboard Cite

Introducción…………………………………...………………………………………………1 1. Historia compartida en la región Sonora-Arizona: movilidad y reconstrucción de espacio en la zona transfronteriza………..………….……………………………...…. 29 1.1 Primer momento: movilidad y conflicto en procesos de formación de Estados modernos………..………………………………….…..…….………………………… 32 Frontera, Estados e indígenas en la mitad del siglo XIX……………..…....……...…....... 32 Los yaquis en la zona transfronteriza…………………...………...………………………41 1.2 Segundo momento: construcción y reconstrucción de espacio: reterritorialización en la sociedad receptora…………………………………………...…….………………….…..57 Trabajos y condición laboral en Arizona…………………......…………………………... 67 Reanudación de los rituales…………………………………..…………………………... 81 Turismo…………………………………………………………….…………………….. 82 Procesos de lucha por derechos civiles y autonomía: Guadalupe………………………….89 2. La interacción y las relaciones sociales en la era del capitalismo tardío: estudios comparativos de Arizona y Sonora……………………………...……………………..103 2.1 Sonora………………………………..………………………...…………………...……106 Relaciones intra-familiares………….………………………………………………...…106 Relaciones inter-familiares: compadrazgo y padrinazgo……………..………..……..... .113 Negocios informales de las mujeres…………………..………………………………….119 Tienda de abarrotes………………………………………..……………………………..123 Microfianzas……………………………………………….…………………………….125 Fiesta de San Juan…………………………………………..……………………………131 Desarrollo y transformaciones de los ocho pueblos tradicionales en el contexto de la economía neoliberal y las políticas indigenistas……..

show abstract

Reconsidering Transculturation and Power

Cited by 15 publications

References 5 publications

Transculturalized Diversity and Inclusion Model: A New Framework for Disabilities

Transculturalized Diversity and Inclusion Model: A New Framework for Disabilities

Asian Americans and Education

Hacia la trans-nación yaqui :intercambio, fronteras e identidades

Contact Info

Product

Resources

About