The limits of pedagogy:<i>diaculturalist pedagogy</i>as paradigm shift in the education of adult immigrants

Entigar, Katherine E.

doi:10.1080/14681366.2016.1263678

Cited by 6 publications

(3 citation statements)

References 26 publications

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“…When we as educators practise one of various asset-based or critical forms of pedagogy, we tend to assume that as long as we agree with the tenets of the practice, our work will successfully enact the egalitarian or liberatory goals contained therein. In fact, white, US-born educators who label themselves "liberal", "progressive", or even "radical" may not recognise the blind spots endemic to their positionality and privilege or, an even greater task, be able to think and see outside the box of the monoculturalist, Western-centric worldview embedded in formal academic scholarship (Entigar 2017). It may be argued, in fact, that the highly moralistic discourse of inclusion precisely illustrates this problem, as US-born educators who "practise inclusion" may forgo asking crucial questions in their pedagogy, curriculum and ongoing professional learning.…”

Section: Discussionmentioning

confidence: 99%

“…Adult immigrant learners are transnational people living across political and social locations, including some which are contingent, liminal and subject to change, particularly in the case of undocumented people, asylum seekers and refugees (Aguilar 2019;Cannella and Huerta 2019). At the same time, under the rubrics of nationalism and protectionism, immigrants are racialised and homogenised, vilified as criminals or economic and social dependents, and their lived realities are distilled into the simple category of "outsider" (Entigar 2017). Such discursive tactics illustrate nationalist goals of erasure and exclusion of immigrants in the US and elsewhere, even as immigrant individuals and communities are "included" through physical control and containment (Arendt 2004, as cited in Hayden 2008).…”

Section: Discussionmentioning

confidence: 99%

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To choose not to be included: Critical perspectives on practices of inclusion with adult immigrant students

Entigar

2021

Int Rev Educ

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Liberal education in the United States begins with the premise of inclusion, a response to histories of exclusion of members of marginalised communities. Inclusive practice is developed to validate diverse students by acknowledging and incorporating these students' cultures, languages and histories into regular classroom practice. However, in spite of the best intentions of educators who espouse inclusion as an unequivocal "best practice", inclusive practices in education may inadvertently cause offence and even harm to adult immigrant students. A multi-phase study conducted in New York City with adult immigrant student participants in July 2018 revealed insights and possibilities for alternative thinking in adult education and lifelong learning more broadly. Several findings emerged from the study: (1) participants argued that adult immigrant learners' decisions about how to participate in inclusive activities should be respected; (2) participants experienced offence at being stereotyped in "inclusive" class discussions; and (3) participants found requests to represent their home countries in class invasive or even (re)traumatising. This article explores these findings in depth and generates a new framework for thinking about inclusion in adult education by employing politically engaged concepts of unknowing, politicised trust and collective determination. It explores how education with adult immigrants may take place, in order that these individuals themselves might collaborate in defining how they are included and belong in fulfilment of the highest potential of lifelong learning, not as passive, essentialised "diverse" people, but as agentive contributors in a democratic, liberatory education for all. Keywords Inclusion • Adult education • Immigrants • Pedagogy • Trauma RésuméChoisir de ne pas être inclus: perspectives critiques sur les pratiques d'inclusion sur les étudiants immigrés adultes -Aux États-Unis, l'éducation libérale s'appuie sur le principe de l'inclusion, une réponse aux récits d'exclusion des membres de commu-* Katherine E. Entigar

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

To choose not to be included: Critical perspectives on practices of inclusion with adult immigrant students

Entigar

2021

Int Rev Educ

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“…English is the dominant language in the US and as a mono‐linguist culture language plays a large role in immigrant learners and pedagogy in the US and in Adult Education programs. Entigar () critiques and confronts "monoculturalist, US‐centric, paternalistic social and academic tradition of telling adult immigrant learners who they are, what they know, and how they learn via the creation of ill‐fitting and invisibleizing pedagogies" (p. 354). The path forward for an educator/practitioner is to challenge US academic traditions that minimized the culture of students to replaced it with American culture.…”

Section: Culturally Relevant Pedagogy In Practicementioning

confidence: 99%

Teaching Case— Applications of culturally relevant pedagogy in a community college classroom

Ray

2019

New Horizons in Adult Education and Human Resource Development

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Diverse learners are a key part of the student population in community colleges and many other educational settings. Culturally relevant pedagogy, incorporating varied cultural perspectives and tools in teaching practice, can result in a deeper knowledge of self and others. This teaching case presents the opportunity to consider applications of culturally relevant pedagogy to community college and other teaching contexts and in the light of the many roles educators fill in their practices.

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Influence of time of residence on the sense of community and satisfaction with life in immigrants in Spain: The moderating effects of sociodemographic characteristics

Franco

Gómez-Jacinto

Hombrados‐Mendieta

et al. 2019

Journal Community Psychology

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Migration is an example of adaptation with enduring effects over time and in different cultures. Few studies have analyzed the effect of the sense of community (SOC) on satisfaction with life (SWL) over time while taking into account the moderating effects of sociodemographic characteristics. We propose a model that explains the influence of time of residence on the SOC and SWL. It was hypothesized that the SOC has a positive influence on SWL and that SWL is moderated by sociodemographic characteristics and cultural differences. Participants were 2,211 immigrants residing in Malaga (Spain). Results show a positive association between years of residence and the SOC and the SWL. A positive association was found between the SOC and SWL. This study shows the relevance of analyzing the moderating effects of sociodemographic characteristics in different immigrant groups rather than according to the migration process as a whole to develop specific intervention strategies.

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The limits of pedagogy:diaculturalist pedagogyas paradigm shift in the education of adult immigrants

Cited by 6 publications

References 26 publications

To choose not to be included: Critical perspectives on practices of inclusion with adult immigrant students

To choose not to be included: Critical perspectives on practices of inclusion with adult immigrant students

Teaching Case— Applications of culturally relevant pedagogy in a community college classroom

Influence of time of residence on the sense of community and satisfaction with life in immigrants in Spain: The moderating effects of sociodemographic characteristics

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