Abstract
In this article, the author utilizes critical and sociocultural approaches to race, language and culture to examine the intersectional experiences of a multiethnic and 'mixed race' cohort of students in an inner-city, working-class neighborhood between their elementary and high school years. This article examines the students' experiences in a nine-year educational process focused on critical pedagogy, sociocultural learning, and community engagement in and out of classrooms. More specifically, the article looks at interview, participant observation, and narrative data with a Latina/o and Asian American male student, and an Asian American female student, and how they made sense of their experiences over time with regards to issues of race, pedagogy, literacy, and agency. Copyright © 2013 Elsevier Inc. All rights reserved.
| Original language | English |
|---|---|
| Pages (from-to) | 348-360 |
| Journal | Linguistics and Education |
| Volume | 24 |
| Issue number | 3 |
| Early online date | Jul 2013 |
| DOIs | |
| Publication status | Published - Sep 2013 |
Fingerprint
literacy
experience
student
female student
participant observation
working class
narrative
classroom
interview
language
school
learning
community
Literacy
Pedagogy
Multiethnic
Asian Americans
time
educational process
Critical Pedagogy
Citation
Chang, B. (2013). Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education, 24(3), 348-360. doi: 10.1016/j.linged.2013.03.005Keywords
- Community engagement
- Literacy
- Language practices
- Counter-narratives
- Critical race theory
- Sociocultural learning
- Asian American multiethnic families