Immigrant Students as Cosmopolitan Intellectuals

Campano, Gerald; Ghiso, María Paula

doi:10.4324/9780203843543.ch12

Cited by 38 publications

(43 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Local and global realities co-existed and transacted in their textual choices. Campano and Ghiso (2011) argued:…”

Section: Resultsmentioning

confidence: 99%

“…One of just over a hundred films created by youth in my classes to share pieces of their multifaceted identities with their peers, her film braided linguistic, musical, visual, and embodied modes to represent a hybridized yet whole sense of self. The story Ana tells by artfully arranging multiple representational modes in her film is one of being from ''two cultures, equally unique,'' a nod that resonated with many immigrant youth in her class who embody hybridization of cultures and have already developed, along with their families, many cosmopolitan habits of mind (Campano and Ghiso, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

“Where I’m From” and belonging: A multimodal, cosmopolitan perspective on arts and inquiry

DeJaynes

2015

E-Learning and Digital Media

View full text Add to dashboard Cite

The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of ''Where I'm From'', broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, the cosmopolitan habits of mind and heart that it is argued are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth palpably negotiated and represented complex, often transnational, identities through the sophisticated use of a range of representational modes and art forms. The paper illustrates how youth-produced multimodal texts such as films can serve as a kind of social glue in educational communities, an invitation for youth to make visible a range of local and global affiliations, creating a sense of belonging and deeper knowing in increasingly diverse learning contexts.

show abstract

“…Local and global realities co-existed and transacted in their textual choices. Campano and Ghiso (2011) argued:…”

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Where I’m From” and belonging: A multimodal, cosmopolitan perspective on arts and inquiry

DeJaynes

2015

E-Learning and Digital Media

View full text Add to dashboard Cite

show abstract

“…These professionals are often characterized by their cosmopolitan views, with schools seen as “major agents for this heterogenous type of modernity” (Van Zanten , 119). Not only are schools instrumental to developing cosmopolitanism, CRP has been identified as a tool for sustaining the cultural and linguistic dexterity that marginalized students need in an increasingly globalized world, leading to the revised term culturally sustaining pedagogy (CSP; Paris and Alim ; see also Campano and Ghiso ; Paris ). CSP calls on educators to maintain marginalized students’ cultural repertoires given the fact that “multilingualism and multiculturalism are increasingly linked to access and power in U.S. and global contexts” (Paris and Alim , 87).…”

Section: Conceptual Framework: Culturally Relevant Pedagogy (Crp) As mentioning

confidence: 99%

Cultivating Cosmopolitans: Culturally Relevant Pedagogy in an Age of Instrumentalism

Liu

2019

Anthropology & Edu Quarterly

View full text Add to dashboard Cite

Families today are using culturally relevant pedagogy (CRP)-a social justice pedagogy that incorporates marginalized cultural practices into the classroom-to cultivate their children into future cosmopolitan professionals. Asian American, black, and Latinx families rationalize that CRP helps their children learn "a little bit of everything" and be "open minded." Students find value in learning about cultures they consider different from their own and in learning Mandarin because of China's emergence as a global economic power. [Asian American students, black students, cosmopolitanism, culturally relevant pedagogy, social mobility] Liu Cultivating Cosmopolitans 91Similarly, families view CRP as a way of advancing students' individual social mobility, though it has not been written about as such. A number of scholars have used neoliberal frameworks to show how multicultural education has been commodified (e.g., Atasay 2015; Reay et al. 2007). But few have applied this same framework to understanding CRP. Instead, the CRP literature mainly focuses on the development of teachers' cultural competencies (e.g., Howard and Rodriguez-Minkoff 2017) and the efficacy of this pedagogical approach (e.g., Portes et al. 2018). In other words, it emphasizes the production side of CRP. Absent from this literature is an examination of the consumption side of CRP-that is, the perspectives of students and parents. By analyzing the perspectives of students and parents within the context of a shrinking US middle-class (Pew Research Center 2015) and a changing global political economy that rewards knowledge workers, I show how parents and students instrumentally view CRP as a commodity that advances their individual social mobility by preparing them to be professional workers in the global economy.Educational scholars have rightly critiqued how CRP gets lost in translation when these principles are applied in practice (e.g., Ladson-Billings 2014). Teachers often blunt the sociopolitical dimensions of CRP, ignoring its anti-racist orientation and its approach to teaching about structures of oppression. Yet even when CRP is implemented with fidelity and thoughtfulness, it is still subject to commodification because of a changing economy that rewards workers who exhibit cosmopolitan traits-traits such as "openness toward divergent cultural experiences" (Hannerz 1990, 239). In light of the increased value of cosmopolitan cultural capital in professional job markets, my research is guided by the following questions: (1) What meanings and values do parents and students assign to CRP? (2) What cultural practices and dispositions are prioritized in the development of cosmopolitan cultural capital?Parents and students view CRP as a way of developing cosmopolitan dispositions valued in professional-class jobs today. This article provides a case study of the Folk Arts and Cultural Treasures Charter School (FACTS). In word and deed, FACTS implemented CRP in ways that remained true to CRP's original goal of developing students' sociopolitical consc...

show abstract

“…Campano and Ghiso () argued that marginalized and immigrant students should be regarded as “cosmopolitan intellectuals,” connected to transnational and local communities, who author interpretations of the world from locations of epistemic privilege.…”

Section: “Without Comic Books There Would Be No Me”mentioning

confidence: 99%

“Without Comic Books, There Would Be No Me”: Teachers as Connoisseurs of Adolescents’ Literate Lives

Simon¹

2012

J Adolescent & Adult Lit

View full text Add to dashboard Cite

This article explores the notion of connoisseurship as a framework for learning about adolescents’ lives and literacies and developing relationships in literacy classrooms. Drawing upon data from a two‐year qualitative study of the collaborative inquiries of a community of student English teachers, the author examines inquiry projects written for an English methods course in which two student teachers, Alex and Jared, construct counternarratives about the promise of students who had been positioned as problems within their schools. These examples illustrate how becoming connoisseurs of adolescents’ distinctiveness and abilities can be a basis for developing counterpractices in literacy classrooms, opening spaces of possibility for otherwise struggling students to begin to reorient their negative trajectories in school. Among other implications, this work suggests the positive consequences of teachers’ attentiveness to students’ literacy practices, and the importance of teachers cultivating more relational stances toward students.

show abstract

Immigrant Students as Cosmopolitan Intellectuals

Cited by 38 publications

References 0 publications

“Where I’m From” and belonging: A multimodal, cosmopolitan perspective on arts and inquiry

“Where I’m From” and belonging: A multimodal, cosmopolitan perspective on arts and inquiry

Cultivating Cosmopolitans: Culturally Relevant Pedagogy in an Age of Instrumentalism

“Without Comic Books, There Would Be No Me”: Teachers as Connoisseurs of Adolescents’ Literate Lives

Contact Info

Product

Resources

About