scholarly journals Exploring the Stories of Asian-Canadian Women on What It Means to Be Bicultural

2018 ◽  
Vol 6 (1) ◽  
pp. 17
Author(s):  
Betty Yeung
Keyword(s):  
Narrative Inquiry ◽  
Lived Experiences ◽  
Second Generation ◽  
Bicultural Identity ◽  
Two Cultures ◽  
Identity Studies

Individuals who identify with two cultures, or bicultural individuals, often face unique challenges as they attempt to negotiate the demands of their ethnic and dominant cultures. While much of the research focuses on conceptualizing and measuring bicultural identity, studies investigating the lived experiences of being bicultural are scarce. This study explores the stories of four second-generation Asian-Canadian women about their bicultural experiences and what being bicultural means to them. Drawing from narrative inquiry, interviews were conducted to collect stories from participants. The findings of this study indicate that there are multiple definitions of being bicultural and elucidate some of the challenges faced by second-generation Asian-Canadian women associated with their multifaceted identity. The results provide a better understanding of how Asian-Canadian women define and interact with their bicultural identity. Keywords: biculturality, culture, ethnies, identity, second-generation

scholarly journals Exploring a Rural English Teacher’s Lived Experiences of Assessment Practices in a Blended Learning Enactment: A Narrative Inquiry

2021 ◽  
Vol 10 (4) ◽  
pp. 42
Author(s):  
Haris Sugianto
Keyword(s):  
Blended Learning ◽  
Narrative Inquiry ◽  
Lived Experiences ◽  
Alternative Assessment ◽  
Portfolio Assessment ◽  
Learning Activities ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Past Experiences ◽  
Shed Light

Although a large number of studies have put a focus on the enactment of blended learning in English as a foreign language (EFL) classroom, there is a paucity of research into the teacher’s lived experiences of how they enact assessment in the blended learning activities. To fill such a gap, this paper reports on a narrative inquiry of an EFL teacher’s lived experiences of conducting assessment during blended learning in the pandemic era. The finding of the study shed light on the ineffectiveness of the assessment practice during the blended learning enactment, particularly in the context of rural schools. Albeit the participating teacher in this study was fully engaged to conduct assessment from his past experiences, two major problems hinder such a practice: students’ unsubmitted assignments and poor Internet connection. Based on these findings, teachers are encouraged to find an alternative assessment practice during the blended learning, portfolio assessment can be an option. This suggestion is anchored by the fact that the assessment practice was not technically supported during the blended learning activities.

Second-generation Western Muslims: A qualitative analysis of multiple social identities

2018 ◽  
Vol 56 (6) ◽  
pp. 1155-1169 ◽  
Author(s):  
Tarek Younis ◽  
Ghayda Hassan
Keyword(s):  
Young Adults ◽  
Identity Development ◽  
Personal Experience ◽  
Second Generation ◽  
Social Identities ◽  
Complex Nature ◽  
Bicultural Identity ◽  
Structured Interviews ◽  
Identity Group ◽  
Identity Narratives

The relationships between social identities are important when discussing the national and religious identities of Muslims in Western contexts. This study explored the identity narratives of second-generation Muslim young adults to consider the relevance of bicultural identity and acculturation theories commonly employed in research with this group. The sample comprised 20 Muslim young adults of diverse ethnicities and backgrounds from Montreal, Berlin, and Copenhagen who participated in semi-structured interviews that explored how they negotiate their social identities in light of their unique life course trajectories. This article focuses on two major themes underlying second-generation identity development: the importance of personal experience in the development of social identities; and the enmeshment of multiple social identities. We then discuss the results of our findings in light of the complex nature of social identity, group membership, and political categorization.

scholarly journals Exploring Bicultural Ambivalence in Jhumpa Lahiri’s The Namesake: Representational Diasporic Identities in Indian Anglophone Fiction

2018 ◽  
Vol 8 (6) ◽  
pp. 98
Author(s):  
Hassan Bin Zubair ◽  
Nighat Ahmed
Keyword(s):  
United States ◽  
Family Relationships ◽  
Second Generation ◽  
Family Relations ◽  
Economic Situation ◽  
Bicultural Identity ◽  
Unconditional Love ◽  
Recent Immigrant ◽  
Diasporic Identities ◽  
Generation Migrant

This paper explores the cultural ambivalence and bicultural identity issues in Jhumpa Lahiri’s The Namesake. This Indian Anglophone novel carries different diasporic sensibilities. Issues of marriage and culture are very prominent with the importance of family relationships in the context of immigrant feelings and loss of identity. Unconditional love and acceptance of family relations emerge victorious at the end of the narrative. The writer shares the second generation migrant experience since they were born to parents who immigrated and settled to United States. While migrants from some of the Asian states, mainly those characterized by most recent immigrant waves, have really worse socio-economic situation than average immigrants; Indians people are rather prosperous minorities. Theories presented by Bhabha, Clifford and Appadurai about culture and diaspora support this research. Lahiri do not portray immigrants’ lives as a struggle to survive but rather concentrate on their affiliation to the country into which they arrived and also on their relationship with their American-born children. This research is helpful to know about the concerns associated with the liminal space and issues related to identity loss of first and second generations and living with a bicultural identity.

Phoenix Rising: An Autoethnographic Account of a Gifted Black Male With Dyslexia

2017 ◽  
Vol 40 (2) ◽  
pp. 135-151 ◽  
Author(s):  
Shawn Anthony Robinson
Keyword(s):  
Theoretical Model ◽  
Narrative Inquiry ◽  
Identity Formation ◽  
Research Design ◽  
Research Methodology ◽  
Black Male ◽  
Lived Experiences ◽  
Research Question ◽  
Central Research ◽  
Personal Experiences

The purpose of this study was to describe my academic journey as a gifted Black male with dyslexia. The central research question was the following: What were some of the stories along my academic pathway that seem significant? The research design positioned me inside the culture in which I am the topic of examination. The research methodology used for my analysis was autoethnography, which allows personal experiences to be explored through the intersection between narrative inquiry and ethnography. The approach allowed me to fully articulate my lived experiences, which provided a deeper understanding on how the intersectionality of race, dyslexia, and giftedness influenced my identity formation. An analysis of my journey led to the finding that the intersection of identity categories must be attended to, in order to support the learning of students with “triple-identity.” The article presents a theoretical model for exploring the intersectionality of those elements.

The many ways of knowing: Embracing multiplicity in narrative research

2016 ◽  
Vol 15 (5-6) ◽  
pp. 705-714 ◽  
Author(s):  
Anindita Bhattacharya
Keyword(s):  
Narrative Inquiry ◽  
Lived Experiences ◽  
Meaning Making ◽  
Narrative Research ◽  
Ways Of Knowing ◽  
Shared Meaning ◽  
The Many

In this article, I revisit my roots in pursuit of my epistemology. I write about how my mother’s story significantly shaped my interest in narrative inquiry. By inviting my mother to tell her story and through the process of shared meaning making, I learn that narrations are temporal and complex. Stories are built on our lived experiences and as our perceptions about those experiences change with time, so do our interpretations of the stories that we live with. Exposing my own limited understanding of a story that is so deeply connected to me, I conclude that the essence of narrative inquiry lies in multiple interpretations and in letting participants have a significant say over the shaping, structuring, and telling of their narratives.

scholarly journals Acculturation and Cultural Preferences of Second-Generation Iranians in Australia

2018 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Mona Asghari-Fard
Keyword(s):  
Second Generation ◽  
Cultural Adjustment ◽  
Cultural Practice ◽  
Value Systems ◽  
Two Cultures ◽  
Native Culture ◽  
Cultural Preferences ◽  
Large Sector ◽  
History Of ◽  
Demographic Background

Migration has always played an essential role in the history of mankind. At present the intensity of cross- border mobility are much higher than in previous decades. In many countries, children of immigrants constitute a large sector of the population. These children live between two cultures and value systems: those of the parents’ country of origin and of those of the host country. Living between two cultures requires cultural adjustment – referred to as acculturation.Based on carefully targeted survey research, this quantitative study examines acculturation of second-generation Iranians (SGI) in Australia. It examines the interplay between participants’ socio-demographic background, cultural practice, parental versus participants’ cultural preferences, attitudes towards the host nation and cultural acquisition.The results show patterns of biculturalism: while acculturated to the host culture, SGI prefer to maintain aspects of their native culture and tradition.

scholarly journals Stepping-Stone or Saving Story?

2011 ◽  
Vol 4 (2) ◽  
pp. 79-91 ◽  
Author(s):  
Trudy Cardinal
Keyword(s):  
Narrative Inquiry ◽  
Lived Experiences ◽  
Master's Degree ◽  
Indigenous Education ◽  
Graduate Studies ◽  
Stepping Stone ◽  
Master’S Degree ◽  
The Impact ◽  
Aboriginal Person ◽  
Autobiographical Narrative

Why does one enter graduate studies? What does it mean to do research on Indigenous education as an Aboriginal person? What is the significance of attaining a master’s degree? In this paper I speak to how the experience of inquiring into the educational stories of five of my relatives, and into my own lived experiences, helped me understand the importance of stories and the impact of the autobiographical narrative inquiry on myself and my family.

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