Page 1. Chapter 1 Global Convergence and Divergence in Childhood Ideologies and the Marginalizati... more 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 ...
Although much debate exists on the conceptualization, nature, and goals of global citizenship edu... 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.
This article explores how particular understandings of Blackness among African immigrant students... 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...
This critical cultural analysis of trends in the field of social emotional learning (SEL) in the ... 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 ...
In recent years, consciousness of high levels of societal and familial risk have made raising a ‘... 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
Page 1. CHILDHOOD IDEOLOGY IN THE UNITED STATES: A COMPARATIVE CULTURAL VIEW DIANE M. HOFFMAN Abs... 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. ...
:In South Korea, gender has been commonly considered a manifestation of an unquestioned dichotomy... 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.
International Journal of Qualitative Studies in Education, 1999
Drawing from recent anthropological critiques of the notion of resistance, this paper argues that... 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 ...
International Journal of Intercultural Relations, 1990
... avanzado ligada a los cambios experimentados con sujetividad en la esfera de valor, sentido, ... 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 ...
Page 1. Chapter 1 Global Convergence and Divergence in Childhood Ideologies and the Marginalizati... more 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 ...
Although much debate exists on the conceptualization, nature, and goals of global citizenship edu... 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.
This article explores how particular understandings of Blackness among African immigrant students... 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...
This critical cultural analysis of trends in the field of social emotional learning (SEL) in the ... 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 ...
In recent years, consciousness of high levels of societal and familial risk have made raising a ‘... 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
Page 1. CHILDHOOD IDEOLOGY IN THE UNITED STATES: A COMPARATIVE CULTURAL VIEW DIANE M. HOFFMAN Abs... 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. ...
:In South Korea, gender has been commonly considered a manifestation of an unquestioned dichotomy... 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.
International Journal of Qualitative Studies in Education, 1999
Drawing from recent anthropological critiques of the notion of resistance, this paper argues that... 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 ...
International Journal of Intercultural Relations, 1990
... avanzado ligada a los cambios experimentados con sujetividad en la esfera de valor, sentido, ... 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 ...
Although much debate exists on the conceptualization, nature, and goals of global citizenship edu... 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.
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