The Essential Ilan Stavans

Stavans, Ilán

doi:10.4324/9780203950838

Cited by 20 publications

(11 citation statements)

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“…The theoretical framework for this study was informed by two primary areas: 1) the socializing role of oral stories told within African cultures, and 2) the role that stories play within the parent/child communication framework. While Stavans and Goldzweig (2008) are correct in their assertion that storytelling as a form of parent-child oral interaction acts as a socializing activity in general, the findings of the current study suggest that socialization practices may differ from culture to culture within the African diaspora. For instance, Burns and Radford discovered that the Nigerian mothers' conversations with their children (including conversations made up of stories) were highly instructional and bore a similarity to the discourse one might find in a classroom; these researchers detailed four categories for this type of talk (2008:199): 1) tuitional modeling (eliciting a desired response through explicit instruction) 2) initiation-response-evaluation (an adult-initiated question to the child followed by the child's response and evaluation of the answer by the adult) 3) initiation-evaluation (interaction initiated by the child, with response by the adult) 4) initiation-confirmation-topic pursuit (interaction initiated by the child, with further topic pursuit by the adult)…”

Section: Further Discussioncontrasting

confidence: 76%

“…Further, stories are acts of language, laden with symbolism and meaning, that serve a particular function, especially where children are concerned. Stavans and Goldzweig (2008) suggest that one of the most common types of parent-child interaction is the oral story. Stavans and Goldzweig also contrast stories told at home (an informal setting) with those told at school (a formal setting) and suggest that these different contexts impact how the story is told, why the story is told, who speaks when, and so on.…”

Section: Background and Theorymentioning

confidence: 99%

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The Beast Had to Marry Balinda: Using Story Examples to Explore Socializing Concepts in Ugandan Caregivers’ Oral Stories

Goodman¹,

Goodman²

2013

ort

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We also wish to thank Dr. Kate Parry for her ongoing support of the Kitengesa Community Library Research project. socializing concepts are present in the stories that Ugandan primary caregivers tell their young children? 2 The goals of this essay are therefore twofold. First, guided by our research question, we aim to explore particular story examples and describe these stories in relation to the sociocultural ecology of life in Kitengesa. Through this process we hope to provide what Charmaz (2008:10) refers to as "an interpretive portrayal of this world, not an exact picture of it." Second, we will then use the theoretical constructs resulting from our content analysis in order to characterize the socializing concepts inherent in these story examples.It is important to point out that the perspectives presented herein are those of Western researchers who readily acknowledge the impact of their own cultural and social biases during the course of this study. Any discovered themes and constructs are certainly colored by this bias. On the other hand, as researchers we have also spent long periods of time over the course of eight years in this village and do indeed have an experiential framework from which to conduct our study. Accordingly, this study is able to make use of a broad constellation of ethnographic experiences to aid in the discovery of patterns, categories, and connections within the story examples. These examples were not told in a vacuum; they were in fact "triangulated with 56VALEDA DENT GOODMAN AND GEOFF GOODMAN 2 In order to answer this question, data were coded by following the steps explicated by Auerbach and Silverstein (2003:7) and according to the constant comparative approach as defined by Glaser and Strauss (1967:3), Glaser (1978, 1992), Strauss (1987), and Strauss and Corbin (1998:71). Grounded theory allows researchers to generate research questions and hypotheses after data collection and after careful examination of the data (Auerbach and Silverstein 2003;Strauss and Corbin 1998), and the discovery of categories from the data is one of the strengths of the approach (Glaser and Strauss 1967). Researchers can also begin the grounded theory process with research questions in the manner described by Backman and Kyngas (1999:149): "The research questions in grounded theory are statements that identify the phenomenon to be studied. The questions are formulated so that they give the researcher the flexibility and freedom to explore the phenomenon in depth." Auerbach and Silverstein (2003:35) discuss the seven elements of the grounded theory coding process: raw text, relevant text, repeating ideas, themes, theoretical constructs, theoretical narrative, and research concerns. These steps progress from the most elementary to the most sophisticated, with the first step being the initial examination of the raw text. The development of the theoretical constructs is key to surfacing the research concerns. It should be noted that the process of coding the data is iterative rather than linear in natu...

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Section: Further Discussioncontrasting

confidence: 76%

Section: Background and Theorymentioning

confidence: 99%

The Beast Had to Marry Balinda: Using Story Examples to Explore Socializing Concepts in Ugandan Caregivers’ Oral Stories

Goodman¹,

Goodman²

2013

ort

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“…We have found Stavans's (2000) metaphor of a 'hyphen' helpful in articulating the dynamics and the consequences of having mixed Latin@ background, and his concept of a 'life in the hyphen' inspired the title for this study. Stavans (2000) addresses how Latin@s in the USA live a 'life in the hyphen' as they straddle multiple cultures, languages, and, often, nations. This concept of identity is similar to Anzaldúa's (1987) description of how Latin@s inhabit borderlands of culture and positionality.…”

Section: Background and Conceptual Contextmentioning

confidence: 99%

“…Our simultaneous experiences of privilege and oppression evidence how individual biographies can reflect domination and resistance that are embedded in larger structural systems (Collins 1993). The concept of living in the hyphen (Stavans 2000) offers a way to articulate living in different cultural worlds.…”

Section: International Journal Of Qualitative Studies In Education 709mentioning

confidence: 99%

Latin@ advocacy in the hyphen: faculty identity and commitment in a Hispanic‐serving institution

Murakami

Núñez

Cuero

2010

International Journal of Qualitative Studies in Education

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This study examines our experiences as female junior scholars with multicultural backgrounds teaching at the same Hispanic-serving institution. As education scholars with mixed-heritage families, we identify with the commitment to serving Latinos and the number of mixed-heritage people in the USA. The election of Barack Obama, whose racial background is both black and white, to the US presidency signifies the emergence of mixed-heritage people as a demographic presence in this country. Our research suggests that more understanding is needed about the experiences of mixed-heritage faculty in academia, as well as the ways in which faculty from any background may develop multiple affiliations with cultural communities and pursue professional agendas related to communities that they do not neatly fit into. Despite this variation in backgrounds and research agendas, we share our efforts in advancing Latin@ educational attainment.

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“…Both draw attention to the ways in which ideas and values are constructed and deconstructed and stereotypes of self and others created and circumvented on the transatlantic border. Signifying something beyond the geo-political boundary di-viding two or more nations, Ilan Stavans (2000) reflects on the border as "first and foremost a mental state, an abyss, a cultural hallucination, a fabrication" (13).…”

mentioning

confidence: 99%

'Becoming a Different Me': Simone de Beauvoir on Freedom and Transatlantic Sexual Stereotypes

Ahlberg

2009

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Europe's relationship to America in general, and France's in particular, centers around questions of freedom and dependency. This paper compares Europe's search for independence with America's ideology of freedom as articulated through today's sexualised transatlantic rhetoric. I examine Simone de Beauvoir's observations that differences in sexual relations and gender constructions are crucially linked to constitutional and cultural notions of liberty. Her portrayal of male disempowerment in the novel The Mandarins contrasts an intimidating American masculinity with its counterpart in Europe. European masculinity has been constructed as soft and peace loving, while its American counterpart is perceived as emboldened and tough. The 'War on Terror', as noted by Timothy Garton Ash and others, has reintroduced the sexual imagery into the verbal abuse hurled over the Atlantic. Europe's tendency to define itself against America lends itself to revealing conclusions regarding de Beauvoir's inability to dismantle cultural stereotypes about the 'New World' of possibility and abundance.

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The Essential Ilan Stavans

Cited by 20 publications

References 0 publications

The Beast Had to Marry Balinda: Using Story Examples to Explore Socializing Concepts in Ugandan Caregivers’ Oral Stories

The Beast Had to Marry Balinda: Using Story Examples to Explore Socializing Concepts in Ugandan Caregivers’ Oral Stories

Latin@ advocacy in the hyphen: faculty identity and commitment in a Hispanic‐serving institution

'Becoming a Different Me': Simone de Beauvoir on Freedom and Transatlantic Sexual Stereotypes

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