The Pedagogy of Visibility: Constructs and Contests of Iranianness in a Community-Organized School in a Large Southern U.S. City

Shirazi, Roozbeh

doi:10.1080/15595692.2013.857302

Cited by 9 publications

(4 citation statements)

References 18 publications

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“…There is a growing body of literature on education, culture, race, language, and identity in the Iranian diaspora. Much of this work emphasizes the development of diasporic educational settings, such as community heritage language programs (Gholami, 2017;Shirazi, 2014), summer programs for youth (Maghbouleh, 2017;Vossoughi, 2011), and language learning in families (Kaveh, 2018). For Gholami, diasporic education is a form of collective praxis that emerges from "a critique of nationalistic systems of education," (2017, p. 577) and produces "counter-narratives, opportunities for self/other-exploration and modalities of citizenship which at once contest any essentialism arising from national and ethnic/denominational positions and prevent their full 'closure'" (Ibid.).…”

Section: Diasporic Education Race and Identitymentioning

confidence: 99%

“…Numerous studies have pursued questions of race and identity through interviews and focus groups with Iranian immigrant youth and adults (e.g., Maghbouleh, 2017;Sadeghi, 2016;Shirazi, 2014Shirazi, , 2019, many of whom wrestle with their own complex racial positionings as well as what Sadeghi and Baker (2019) refer to as the everyday pressure to disavow Muslimness. Within Iranian diasporic communities, this pressure is often intertwined with internal critiques of the Iranian state's Islamic political rule and the repression that many minoritized, secular, and/or leftist Iranians have experienced at the hands of the Islamic Republic.…”

Section: Diasporic Education Race and Identitymentioning

confidence: 99%

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Race, Parenting and Identity in the Iranian Diaspora Tracing Intergenerational Dialogues

Vossoughi¹

2022

JFDE

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This paper traces intergenerational learning through a series of dialogues on race, parenting, and identity held with Iranian parents, grandparents and youth at a Persian language school located in the US. Drawing on ethnographic, interactional, and participatory design research methodologies, the analysis focuses on the forms of intergenerational sensemaking and social analysis that emerged over time and what they can teach us about (a) the intersections of parenting and racial identity within Iranian diasporic communities in the United States and (b) the complex forms of personhood (Gordon, 1997; Tuck, 2009), learning and becoming among Iranians raising children and grandchildren outside Iran. Bringing close attention to specific instances of talk as embedded in broader relational temporalities and dialogic arcs, findings illustrate the shifting ways participants articulated the educational needs of Iranian children living outside Iran, the emergence of complex and sometimes contradictory discourses on race and identity, and the ways participants worked together to disentangle self-defense and self-determination from the politics of respectability. The discussion considers the implications of complex personhood for the design, mediation, and interpretation of intergenerational sensemaking regarding race and identity within the Iranian diaspora, with attention to broader processes of community codesign.

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Section: Diasporic Education Race and Identitymentioning

confidence: 99%

Section: Diasporic Education Race and Identitymentioning

confidence: 99%

Race, Parenting and Identity in the Iranian Diaspora Tracing Intergenerational Dialogues

Vossoughi¹

2022

JFDE

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“…To contribute to the development of such a theoretical framework, I will make particular use of the concept of diaspora, which is perhaps less familiar to scholars in education studies, including those who have focused on supplementary schooling (e.g. Chevannes and Reeves 1987;Mac an Ghaill 1991;Reay and Mirza 1997;Isik-Ercan 2014;Tsolidis and Pollard 2010;Shirazi 2014). The concept is not only very useful for addressing questions of citizenship, belonging and diversity in contemporary society but is also a powerful theoretical force which enables new insights into the educational practices of minority communities settled in Western nation-states.…”

Section: Introductionmentioning

confidence: 99%

Beyond myths of Muslim education: a case study of two Iranian ‘supplementary’ schools in London

Gholami

2017

Oxford Review of Education

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Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

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“…A more recent study looked at the effects of a community-based Persian language school in a southern U.S. city (Shirazi, 2014). This work examined the effects of the Persian school on local Persian families and the sense of cultural learning they could pass on to the next generation.…”

Section: Review Of the Literaturementioning

confidence: 99%

Language Shift & Language Maintenance Among Farsi Speakers in Portland, Oregon

Gaillardet¹

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they have, and I am no exception. Here are my giants: Dr. Anousha Sedighi, who provided me with the resources I needed to access the community of scholars whose discourse focuses on Persian linguistics and the Persian diaspora; Dr. Tucker Childs, who guided me every step of the way, providing me with everything I needed to write a thesis from start to finish, who revised my drafts constantly and fielded any and every possible question I had; the Halsell-Vore family, for listening to my complaints with patience and insight, and providing me with food, company, and moral support whenever I was in need; my research participants, to whom I extend my deepest gratitude-without them, I would have had to create an entirely different thesis. Thank you for meeting me, spending your time with me, and sharing important parts of your lives with me and with yourselves. And to you, reader, for lending your time and energy to my work. May you learn from my insights and forgive my mistakes.

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The Pedagogy of Visibility: Constructs and Contests of Iranianness in a Community-Organized School in a Large Southern U.S. City

Cited by 9 publications

References 18 publications

Race, Parenting and Identity in the Iranian Diaspora Tracing Intergenerational Dialogues

Race, Parenting and Identity in the Iranian Diaspora Tracing Intergenerational Dialogues

Beyond myths of Muslim education: a case study of two Iranian ‘supplementary’ schools in London

Language Shift & Language Maintenance Among Farsi Speakers in Portland, Oregon

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