DELET - Departamento de Letras
URI permanente desta comunidadehttp://www.hml.repositorio.ufop.br/handle/123456789/617
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3 resultados
Resultados da Pesquisa
Item Constructions of race in Brazil : resistance and resignification in teacher education.(2018) Windle, Joel Austin; Muniz, Kassandra da SilvaThis paper reflects on racial identification in Brazil, considering how concepts of race travel internationally and are transformed locally. In light of the silencing of issues of race in Brazilian public education, we analyse the experiences of student teachers of colour participating in a professional development project coordinated by the authors. We report findings of a qualitative study arising from the project, based on reflective journals and interviews, and focusing on processes of racial resignification and resistance. The narratives produced by participants are situated in relation to dominant discourses of racial democracy and mixing, which deny the possibility of a politicised Afro-Brazilian identity. We show how hybrid identifications, drawing on cultural resources and networks that involve transnational circulation, are part of the construction of new social identities in the context of teacher education.Item Social identity and language ideology : challenging hegemonic visions of English in Brazil.(2017) Windle, Joel AustinThis paper seeks to investigate the social identities connected to English in Brazil by connecting these to linguistic ideologies, and reflecting on how they may be challenged. It is based on first-person narration of “critical moments” from the perspective of an English language “native speaker” migrant to Brazil. The reflections identify how race is intimately connected to the “native speaker” category, theorised through the notions of “racial acceptability” and “racial capital”, drawing on a Bourdieusian theoretical framework. The article concludes with examples of challenges to the “native speaker” model in the hybrid linguistic practices of Brazilian youth.Item ‘I feel sometimes I am a bad mother’ : the affective dimension of immigrant mothers’ involvement in their children’s schooling.(2016) Al-deen, Taghreed Jamal; Windle, Joel AustinThis article identifies the complex emotional dimensions of migrant mothers’ involvement in their children’s education, building on feminist scholarship which affirms the importance of their emotional labour. We present findings from a study of Muslim Iraqi mothers with schoolaged children in Australia, based on 47 interviews with 25 immigrant mothers. Drawing on a Bourdieusian conceptual framework, we argue that the reserves of cultural and emotional capital required for effective participation in children’s education can be both consolidated and diminished through the process of migration. Perceived ineffective involvement comes at heavy emotional price, threatening some women’s perceptions of themselves as ‘good mothers’.