Transworlding and translanguaging: Negotiating and resisting monoglossic language ideologies, policies, and pedagogies

Koyama, Jill; Kasper, Julie

doi:10.1016/j.linged.2021.101010

Cited by 8 publications

(7 citation statements)

References 36 publications

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“…This study contributes to program development and improvement efforts as it also contributes to a growing body of scholarship around strengths-based narratives (Espiritu et al 2022;Koyama and Kasper 2022;Yosso 2005), desire-based research (Tuck 2009), Community Cultural Wealth (Yosso 2005), and migration capital (Jimenez 2020). Findings can inform possibilities around the cultivation of present and future youth leaders as well as pan-newcomer community building.…”

Section: Introductionmentioning

confidence: 80%

“…While the challenges refugee and immigrant students face are significant, the primary foci on challenges alone can and often shadow the strengths these students bring, including resourcefulness, resilience, translanguaging, transworlding, and cultural wealth (Espiritu et al 2022;Koyama and Kasper 2022;Martin and Suárez-Orozco 2018;Yosso 2005). We address this concern by bringing together understandings of Community Cultural Wealth (Yosso 2005) (with the addition of Migration Capital (Jimenez 2020)) and Critical Refugee Studies (The Critical Refugee Studies Collective n.d.; Espiritu et al 2022) collectively as our conceptual framework (see Figure 1).…”

Section: Introductionmentioning

confidence: 99%

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Refugee and Immigrant Youth Leaders: Strengths, Futurity, and Commitment to Community

Pak,

Gurung,

Argenal

2023

Social Sciences

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This study explored the Youth Leadership/Peer Tutoring program at Refugee and Immigrant Transitions (RIT), a community-based non-profit organization in Northern California. It includes 12 semi-structured interviews with refugee and immigrant youth leaders. Bringing together works on Community Cultural Wealth (with the addition of Migration Capital) and Critical Refugee Studies collectively as a conceptual framework, this study highlights three themes: (a) commitment to community, family, and giving back; (b) encouraging communication and cultivating a pan-newcomer community; and (c) leadership as commitment to community and positive, collective futurities. Data support a strengths-based framework when working with refugee and immigrant youth as they transition and adjust to their new school environments and communities. All 12 participants were refugee and immigrant newcomer youth who participated as youth leaders/peer tutors in RIT’s Youth Leaders/Peer Tutoring program. Countries of origin included Burma (Karen), Bhutan, Nepal, China, and El Salvador. As scholars and practitioners in the field, we are seeing an increased need and demand for more scholarship in this area through a strengths-based lens, as evidenced by calls from educators and school/district administrators requesting support and resources. We submit this article at a time of growing numbers of immigrant and refugee youth in schools in the United States, including non-diverse school environments that are unprepared (and sometimes unwilling) to receive newcomer youth. Our hope is for this study to reveal possibilities for extending welcome and mutual support through a strengths-based lens within diverse newcomer peer learning environments.

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Section: Introductionmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Refugee and Immigrant Youth Leaders: Strengths, Futurity, and Commitment to Community

Pak,

Gurung,

Argenal

2023

Social Sciences

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“…In problem-solution oriented data-driven education systems, isibility of school success, or failure, through data shores up arguments for greater school "choice" and masks attendant inequities in the choice movement, particularly for students who have been historically and systemically marginalized, including students of color, culturally and linguistically diverse learners, students living in poverty, and students with special needs (e.g., Bierbaum et al 2021;Jessen 2013;Lenhoff 2020;Lewis-McCoy 2014;Lipman 2011;Potterton 2020;Sattin-Bajaj 2015;Sattin-Bajaj and Roda 2020;Yoon 2020). The market logics at play and the data in use have led to an astonishing simultaneity of both invisibility and hypervisibility-through racialization and monoglossic language ideologies and policies (e.g., Alim et al 2016;Charity Hudley 2017;Hill 1998;Koyama and Kasper 2022;Lee 2005;Mitchell 2013;Motha 2006;Rosa 2019;Smalls 2020;Song et al 2021)-of refugee/(im)migrant students in schools. This section turns now to this matter, as "data" that matters, in thinking about refugee/(im)migrant education.…”

Section: Materials and Methods: Working With Matter(s) That Matter(s)mentioning

confidence: 99%

“…Transworlding is unregulated, variously represented, and multiply enacted. Koyama and Kasper (2022) define transworlding as the practice of mediating emergent identities and navigating "figured worlds" (Holland et al 1998) of refugee learning while challenging normative and marginalizing educational practices. Transworlding describes how resettled refugee/(im)migrant students juxtapose and integrate learning in the U.S. with knowing and learning in spaces and cultures-other figured worlds-they have previously inhabited, and continue to access, even from across the globe, in spacetimemattering that shatters notions of linearity, chronology, and bounded nation-states.…”

Section: Trans Theories and Refugee/(im)migrant Education: Moving Sub...mentioning

confidence: 99%

Reading Refugee/(Im)Migrant Education Diffractively: Transdisciplinary Exploration of Matters That Matter and Matter That Matters in Refugee/(Im)Migrant Education

Kasper

2024

Social Sciences

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This paper is a conceptual exploration and diffractive reading of refugee/(im)migrant education through multiple lenses, including data-driven decision making, critical refugee studies, new materialism and critical feminist and posthumanist studies, and trans theorizations such as Black trans feminism. After a brief introduction to “the field” of refugee/(im)migrant education, the paper turns to diffractive readings of refugee/(im)migrant education as means of exploring what is the matter, as in the material and discursive substance, in refugee/(im)migrant education, and why and how (including when, where, and by whom) does that matter come to matter? The paper concludes with discoveries, or findings, from this diffractive, transdisciplinary exploration and considerations for educators, policymakers, researchers, activists, and other actors (co)constituting and “becoming with” refugee/(im)migrant education.

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“…They depict the multiple layers of language policy as an onion, emphasizing the power of teachers, managers, administrators, and students at the center of the onion. Some studies further characterize the multiple layers of language policy at the micro, meso, and macro levels of higher education, including the processes of creation, interpretation, and appropriation [36,37]. In addition, Ref.…”

Section: Language Policy and Planning In A Multilingual Contextmentioning

confidence: 99%

Order and Crash: Multilingual Ecology and Language Planning in Sino-Foreign Cooperative Education Institutions

2023

Education Sciences

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As preconditions and consequences of the globalization of higher education, multilingualism has reconfigured language ecology, language policy and planning, and multilingual management in the contemporary world. However, studies of multilingualism focusing on real-language scenarios in Sino-foreign cooperative education institutions (SCEIs) are rare. This study explores the multilingual ecology, language policy and planning, and language management of three leading SCEIs in China. It also investigates the attitudes of SCEIs’ stakeholders toward language use and language policy in multilingual contexts. A case study was conducted by analyzing a significant number of language policy documents, semi-structured interviews with stakeholders, and partial participant observations. The research results reveal the main features of multilingual coexistence and intense competition in the three leading SCEIs by identifying the micro, meso, and macro issues of language management. The effects of language policy and planning mechanisms are also identified in SCEIs of higher education. Potential conflicts in multilingual environments are interpreted from the perspective of global cooperation. Last, recommendations are offered for the advancement of the language evolution of SCEIs in China.

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Transworlding and translanguaging: Negotiating and resisting monoglossic language ideologies, policies, and pedagogies

Cited by 8 publications

References 36 publications

Refugee and Immigrant Youth Leaders: Strengths, Futurity, and Commitment to Community

Refugee and Immigrant Youth Leaders: Strengths, Futurity, and Commitment to Community

Reading Refugee/(Im)Migrant Education Diffractively: Transdisciplinary Exploration of Matters That Matter and Matter That Matters in Refugee/(Im)Migrant Education

Order and Crash: Multilingual Ecology and Language Planning in Sino-Foreign Cooperative Education Institutions

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