Literaturnachweis - Detailanzeige
| Autor/inn/en | Mawhinney, Lynnette; Petchauer, Emery Marc |
|---|---|
| Titel | Coping with the Crickets: A Fusion Autoethnography of Silence, Schooling, and the Continuum of Biracial Identity Formation |
| Quelle | In: International Journal of Qualitative Studies in Education (QSE), 26 (2013) 10, S.1309-1329 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0951-8398 |
| DOI | 10.1080/09518398.2012.731537 |
| Schlagwörter | Ethnography; Multiracial Persons; Racial Identification; Self Concept; Rejection (Psychology); Music; African Americans; African American Culture; Adolescents; Models; Educational Environment; New Jersey; New York |
| Abstract | This study explores biracial identity development in the adolescent years through fusion autoethnography. Using an ecological model of biracial identity development, this study illustrates how family, peers, and school curricula validate and reject racial self-presentations. We pay specific attention to the different forms of silence (i.e. "crickets") that teachers and peers deploy as tactics of rejection and how racially coded artifacts such as hip-hop culture and Black Liberation texts function as validations of racial self-presentations. Overall, this study helps researchers and practitioners to understand the fluidity of biracial and multiracial identity development as it relates to everyday school spaces and processes. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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