Diane Hoffman
University of Virginia, Curry School of Education, Faculty Member
Page 1. Chapter 1 Global Convergence and Divergence in Childhood Ideologies and the Marginalization of Children Diane M. Hoffman1 and Guoping Zhao2 1 Introduction The global diffusion of knowledge and practice concerning ...
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Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S.... more
Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. This article offers an interpretive discourse-based critique of ideas of selfhood underlying global citizenship education. Based on analyses of two U.S. high school curricula and materials available on websites devoted to global citizenship, we develop a critique of universalizing constructs of selfhood that underlie global citizenship discourse. These assumptions obscure reflection on dynamics of social class privilege that shape global citizenship activism and situate global citizenship education as a potentially counter-productive neoliberal discourse. The article concludes with recommendations for practitioners interested in developing a more self-reflective and critical global citizenship education.
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This article explores how particular understandings of Blackness among African immigrant students and parents shape their experiences of exclusion and belonging within the American educational landscape. Based on ethnographic interviews... more
This article explores how particular understandings of Blackness among African immigrant students and parents shape their experiences of exclusion and belonging within the American educational landscape. Based on ethnographic interviews drawn from a larger mixed-methods study of African immigrant students and parents in a mid-Atlantic community, the article discusses the meanings these immigrants give to race, and the ways in which being an African Black was associated with experiences of exclusion in US society. Interviews also revealed a significant resistance to identification as African American ‘Black’, as African American Blackness was associated with styles of self-presentation and behaviour that do not conform to immigrant ideologies surrounding a good education. Lastly, African immigrants express a powerful belief in American opportunity that fuels aspirations for economic success. This analysis suggests avenues for exploring how Blackness, immigrant status and transnationa...
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This critical cultural analysis of trends in the field of social emotional learning (SEL) in the United States considers how ideas concerning emotional skills and competencies have informed programmatic discourse. While currently... more
This critical cultural analysis of trends in the field of social emotional learning (SEL) in the United States considers how ideas concerning emotional skills and competencies have informed programmatic discourse. While currently stressing links between SEL and academic achievement, program literature also places emphasis on ideals of caring, community, and diversity. However, recommended practices across programs tend to undermine these ideals by focusing on emotional and behavioral control strategies that privilege individualist models of self. SEL in practice thus becomes another way to focus attention on measurement and remediation of individual deficits rather than a way to redirect educators’ focus toward the relational contexts of classrooms and schools. The promise of SEL to foster increased achievement and equity in American education may not be realized unless more work is done to connect ideals with practices and to address the political and cultural assumptions that are ...
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In recent years, consciousness of high levels of societal and familial risk have made raising a ‘resilient child’ a key theme in parenting culture. Using evidence from the popular literature on parenting resilient children, this... more
In recent years, consciousness of high levels of societal and familial risk have made raising a ‘resilient child’ a key theme in parenting culture. Using evidence from the popular literature on parenting resilient children, this interpretive discourse-based critique explores the ways resilience has been conceptualised in the parenting advice literature. It suggests that this literature advocates a ‘resilience pedagogy’ that
Research Interests: Sociology, Resilience, Production, Political Culture, Risk, and 13 morePublic Health, Social Perception, Social Class, Social Control, Risk Perception, Investment, Inversion, Risk Factor, Social Order, Communication and media Studies, Public health systems and services research, Nino, and Parent Child Relationship
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Page 1. CHILDHOOD IDEOLOGY IN THE UNITED STATES: A COMPARATIVE CULTURAL VIEW DIANE M. HOFFMAN Abstract Childhood ideology functions in each nation as a complex of ideas about what children are like and how best to teach and socialise... more
Page 1. CHILDHOOD IDEOLOGY IN THE UNITED STATES: A COMPARATIVE CULTURAL VIEW DIANE M. HOFFMAN Abstract Childhood ideology functions in each nation as a complex of ideas about what children are like and how best to teach and socialise them. ...
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ABSTRACT
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:In South Korea, gender has been commonly considered a manifestation of an unquestioned dichotomy between male and female domains, reflecting "official" Neo-Confucian views of male and female as inherently separate and unequal... more
:In South Korea, gender has been commonly considered a manifestation of an unquestioned dichotomy between male and female domains, reflecting "official" Neo-Confucian views of male and female as inherently separate and unequal statuses. This study argues that we must move away from facile acceptance of male-female relations in contemporary South Korea. Rather, it proposes that there are levels of Korean behavior and cultural psychology in which the oppositions of "official culture" are subverted or otherwise deconstructed, principally by a process of gender identification. This deep psychological and cosmological emphasis on the essential equality and undifferentiated nature of male and female, coexisting with a radically gender-differentiated social structure, is seen as an inverse image of the ways gender is constructed in the United States, where efforts toward equality and nondifferentiation in social structure belie a fundamental psychological emphasis on conflict stemming from perceptions of absolute opposition and difference. It is suggested that we move beyond Western patterns of dichotomous conceptualization that have characterized so many discussions of gender to consider alternative ways of looking at male and female present in indigenous cultural psychologies.
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Drawing from recent anthropological critiques of the notion of resistance, this paper argues that the concept is often sanitized and overextended in educational analysis. More nuanced and useful approaches to the idea of resistance in... more
Drawing from recent anthropological critiques of the notion of resistance, this paper argues that the concept is often sanitized and overextended in educational analysis. More nuanced and useful approaches to the idea of resistance in cultural contexts must take into account the ...
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... avanzado ligada a los cambios experimentados con sujetividad en la esfera de valor, sentido, y identidad constituida en ... Copyright 1990 Pergamon Press pic BEYOND CONFLICT: CULTURE,SELF, AND INTERCULTURAL LEARNING AMONG IRANIANS IN... more
... avanzado ligada a los cambios experimentados con sujetividad en la esfera de valor, sentido, y identidad constituida en ... Copyright 1990 Pergamon Press pic BEYOND CONFLICT: CULTURE,SELF, AND INTERCULTURAL LEARNING AMONG IRANIANS IN THE US DIANE M ...
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Page 1. Educational Policy http://epx.sagepub.com/ Diversity in Practice: Perspectives on Concept, Context, and Policy Diane M. Hoffman Educational Policy 1997 11: 375 DOI: 10.1177/0895904897011003006 The online version ...
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Page 1. Chapter 1 Global Convergence and Divergence in Childhood Ideologies and the Marginalization of Children Diane M. Hoffman1 and Guoping Zhao2 1 Introduction The global diffusion of knowledge and practice concerning ...
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This interpretive critique of the US parenting advice literature explores the underlying cultural values and assumptions concerning emotion and power that are revealed in discourses on child behavior management. The analysis reveals a... more
This interpretive critique of the US parenting advice literature explores the underlying cultural values and assumptions concerning emotion and power that are revealed in discourses on child behavior management. The analysis reveals a clear emphasis on the pedagogical and therapeutic role of an emotionally knowledgeable parent in relation to a deficient child. Parents are supposed to teach the child how
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Page 1. Culture and Comparative Education: Toward Decentering and Recentering the Discourse DIANE M. HOFFMAN At the close of the twentieth century, culture has assumed central impor-tance in the analysis of contemporary social life. ...
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... 2008) A Crime So Monstrous: Face-to-face with Modern-day Slavery. New York: Free Press. Smith JM (2001) When the Hands Are Many: Community Organization and Social Change in RuralHaiti. Ithaca, NY: Cornell University Press. Sommerfelt... more
... 2008) A Crime So Monstrous: Face-to-face with Modern-day Slavery. New York: Free Press. Smith JM (2001) When the Hands Are Many: Community Organization and Social Change in RuralHaiti. Ithaca, NY: Cornell University Press. Sommerfelt T (2002) Child Domestic Labor ...
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ABSTRACT
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Page 1. CULTURE, SELF, AND "URI': ANTI-AMERICANISM IN CONTEMPORARY SOUTH KOREA Diane M. Hoffman As a much debated phenomenon in contemporary South Korea, anti-Americanism has been seen primarily ...
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In this chapter, we analyze the idea of “best practice” in early childhood education through a cultural framework. We explore the notion of best practice as a cultural construct, contextualized within discourses of developmental... more
In this chapter, we analyze the idea of “best practice” in early childhood education through a cultural framework. We explore the notion of best practice as a cultural construct, contextualized within discourses of developmental appropriateness, child-centerness, and individualism. Further, drawing upon cross-cultural evidence on theories and practices early childhood education, we suggest alternative assumptions about the nature of children’s selves and adult-child relations to those that are currently ground ideas about best practices in the US. Lastly, we urge educators to reconsider the position of children in adult discourses of literacy and early childhood by attention to the lens through which we view children, as well as by careful attention to the ways best practice is formulated in different cultures and societies around the world.
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... Furthermore, a reflexive or self-aware multiculturalism would allow us to focus on developingmodels for learning culture that can promote real transformation in ... It may in fact be quite easy to compare eating lentil soup on New... more
... Furthermore, a reflexive or self-aware multiculturalism would allow us to focus on developingmodels for learning culture that can promote real transformation in ... It may in fact be quite easy to compare eating lentil soup on New Year's eve with eating Japanese noodles, but what ...
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Page 1. A Therapeutic Moment? Identity, Self, and Culture in the Anthropology of Education DIANE M. HOFFMAN Curry School University of Virginia Identity is a key area for consideration in contemporary educational analysis and in the... more
Page 1. A Therapeutic Moment? Identity, Self, and Culture in the Anthropology of Education DIANE M. HOFFMAN Curry School University of Virginia Identity is a key area for consideration in contemporary educational analysis and in the anthropology of education in particular. ...
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Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S.... more
Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. In this paper, we offer an interpretive discourse based critique of ideas of selfhood underlying global citizenship education. Based on analysis of two U.S. high school curricula and materials available on websites devoted to global citizenship, the article develops a critique of universalizing constructs of selfhood that underlie global citizenship discourse. These assumptions obscure reflection on dynamics of social class privilege that shape global citizenship activism and situate global citizenship education as a potentially counter-productive neoliberal discourse.