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Mehrsprachigkeit und Translanguaging in Migrationsstudien: einige methodologische Überlegungen ; Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Bd. 23 Nr. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 No. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 Núm. 1 (2022) ; 1438-5627 (2022)
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Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 23 ; 1 (2022)
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Cross-Cultural Researchers' Positionality in Immigrant Health Research: Reflections on Conducting Research on Chinese Immigrants' Experiences in the United States
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Developing an Angled Perspective as Teacher Educators: Using Narrative Reflection to Disrupt the Funding of Identity in Teacher Education
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In: Excelsior: Leadership in Teaching and Learning (2021)
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Again Awake: A White Researcher’s Iterative Positioning for Entering Black Spaces
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In: The Nebraska Educator: A Student-Led Journal (2021)
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Yabancı: An Autoethnography of Migration ... : Yabancı: eine Autoethnografie der Migration ...
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Hauber-Özer, Melissa. - : Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 2019
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The role of emotions and positionality in the trajectories of ‘new speakers’ of Irish
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Yabancı: eine Autoethnografie der Migration ; Yabancı: An Autoethnography of Migration
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 20 No. 3 (2019): Qualitative Content Analysis I ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 20 Núm. 3 (2019): Qualitative Content Analysis I ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Bd. 20 Nr. 3 (2019): Qualitative Inhaltsanalyse I ; 1438-5627 (2019)
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| 9 |
Yabancı: An Autoethnography of Migration
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 20 ; 3 ; 21 (2019)
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Researcher positionality in cross-cultural and sensitive research
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Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community
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| 12 |
Positioning Ethos in/for the Twenty-First Century: An Introduction to Histories of Ethos
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In: Humanities ; Volume 7 ; Issue 3 (2018)
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“We’re Still Here … We’re Not Giving Up”: Black and Latino Men’s Narratives of Transition to Community College
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In: Faculty Publications in Educational Administration (2016)
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| 14 |
The Power of the Periphery: Reassessing Spatial Metaphors in the Ideological Positioning of the Translator
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In: TranscUlturAl: A Journal of Translation and Cultural Studies; Vol 5, No 1-2 (2013): Translating Peripheries; 22-42 ; ISSN 1920-0323 (2014)
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| 15 |
(Un)Packing Your Backpack: Educational Philosophy, Positionality, and Pedagogical Praxis
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In: Doctoral Dissertations (2012)
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Abstract:
In this philosophical research project, the author examines the question: How can the case be made that there is an imperative need to change the trajectory of current efforts to reduce “achievement gaps” in the United States and (re)vision a transformation of our school settings through conscious-raising sensitivity regarding issues of equity towards equality amongst educators that harnesses the work of philosophy of education scholars? She engages the reader in a theoretical hike through a philosophical argument for attending to philosophical theories of education, extending the work of Jane Roland Martin regarding sensitivity and drawing heavily on the scholarship of Barbara Thayer-Bacon regarding relational “(e)pistemologies,” constructed thinking, and democratic community. Contending that there is a tandem need to address issues of diversity as they pertain to equity and work towards inclusion of dominant community and marginalized groups to establish a new equality of dominant and marginalized groups working together, the author explores guiding graduate level education students to personal preparation for conscious-raising regarding issues of sensitivity to diversity for equity with the imperative of inclusion for equality. The case is made, through theory infused with illustrative narrative, that a critical philosophically positional approach can raise consciousness regarding diversity for equity and inclusion to advance toward an ideal of equality, resulting in pedagogical praxis in educational practitioners which the author claims will help advance the vital aim of reducing “achievement gaps” in schools in the United States.
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Keyword:
and Multicultural Education; Bilingual; Curriculum and Social Inquiry; Disability and Equity in Education; diversity; Higher Education and Teaching; inclusion; Multilingual; pedagogy; philosophy of education; positionality; Social and Philosophical Foundations of Education; teacher preparation
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URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=2583&context=utk_graddiss
https://trace.tennessee.edu/utk_graddiss/1415
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| 16 |
Training Students to Interculturally Interact on Perceptions and Identities. The Implementation of Multimodal Analysis in a Cultural Approach to Discourse.
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Reconciling Multiple Researcher Positionalities and Languages in International Research
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In: Education Publications (2006)
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