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作者

来源

URBAN EDUCATION,Vol.53,Issue9,P.1126-1153

语言

英文

关键字

immigrant; Asian American; family; kinship; educative relationships; community-based organizations; youth programs; ethnography; CHINESE-AMERICAN YOUTH; COMMUNITY-BASED YOUTH; TEACHERS; PEDAGOGY; BLACK; ORGANIZATIONS; PARTNERSHIPS; ACHIEVEMENT; CHILDREN;

作者单位

[Ngo, Bic] Univ Minnesota, Dept Curriculum & Instruct, Adv Teaching & Learning, Minneapolis, MN 55455 USA. [Dyke, Erin; LoBello, Jana] Univ Minnesota, Minneapolis, MN 55455 USA. Ngo, B (reprint author), Univ Minnesota, Dept Curriculum & Instruct, 159 Pillsbury Dr SE,125 Peik Hall, Minneapolis, MN 55455 USA. E-Mail: bcngo@umn.edu

摘要

This article draws on an ethnographic study of a media program serving Hmong immigrant youth to illuminate perspectives and practices of teaching and learning that draw on Hmong culture's emphasis on family and collectivism. Our explication is guided by the following question: How do a Hmong adult youth program advisor and Hmong youth connect as "family" in an educative relationship? It reveals insight for understanding the ways in which low-income, immigrant youth may be supported within educational contexts imbued by an intimacy and reciprocity that revalues the social and cultural dimensions of their lives. The article significantly advances research on the ways in which educators who share with youth the same racialized identity, neighborhood, and community construct learning environments.