Global Flows and Critical Cosmopolitanism: A Longitudinal Case Study

Autor/inn/en	Compton-Lilly, Catherine; Hawkins, Margaret R.
Titel	Global Flows and Critical Cosmopolitanism: A Longitudinal Case Study
Quelle	In: Harvard Educational Review, 93 (2023) 1, S.26-52 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Compton-Lilly, Catherine) ORCID (Hawkins, Margaret R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Immigrants; Access to Information; Consciousness Raising; Global Approach; Cultural Capital; Interpersonal Communication; Cultural Influences; Cultural Differences; Immigration; Interpersonal Relationship; Power Structure; Children; Adolescents; Self Concept; Literacy; Foreign Countries; United States; Morocco + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Bewusstseinsbildung; Globales Denken; Interpersonale Kommunikation; Cultural influence; Kultureinfluss; Kultureller Unterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstkonzept; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; USA; Marokko
Abstract	In this longitudinal case study, Catherine Compton-Lilly and Margaret R. Hawkins explore one immigrant youth's engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandings, and literacies that children in transglobal families bring to class rooms. Specifically, they exam ine twelve years of longitudinal data following the youth's development of a critical cosmopolitan stance and then apply a transliteracies framework to analyze complementary facets of emergence, uptake, resonance, and scale implicated in transglobal relations and comparisons. The article closes with recommendations for educational practice. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01