首页> 外文OA文献 >VOICE AND SILENCE AMONG INTERNATIONAL STUDENTS IN THE U.S.- AMERICAN CLASSROOM: TOWARDS A DIALOGIC AND INCLUSIVE APPROACH TO VOICE, SILENCE, AND ACTIVE LISTENING
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VOICE AND SILENCE AMONG INTERNATIONAL STUDENTS IN THE U.S.- AMERICAN CLASSROOM: TOWARDS A DIALOGIC AND INCLUSIVE APPROACH TO VOICE, SILENCE, AND ACTIVE LISTENING

机译:在美国的国际学生中讲声音和保持沉默-美国课堂:对声音,保持沉默和主动倾听的对话和包容性方法

摘要

Each year, thousands of international students move to the United States to pursue higher education. Over the past few years in particular, the numbers of international students enrolled at U.S.-American universities has been on a constant incline. Two of the biggest changes that international students may experience are the different expectations of classroom etiquette and participation in the U.S.-American classroom setting. Impacted by many years of exposure to West-centric approaches to pedagogical praxis, the U.S.-American classroom has been created as a privileged space in which, more often than not, West-centric epistemologies, approaches to pedagogy, and ways of knowledge production are privileged over others. For international students, the majority of whom do not come from Western cultures, this can be a very tough space to negotiate. In this dissertation, I look at the conceptualizations of voice and silence, in particular, in order to gain a better understanding of how these two concepts are experienced and negotiated by international students within the U.S.-American classroom setting at a medium-sized U.S.-American university located in a small town in the Midwestern region of the country. While many West-centric cultures conceptualize voice and silence as dichotomous, I argue that they form a continuum that is dialogic, communicative, fluid, contextual, and at times paradoxical. Furthermore, I argue that the meanings of silence and voice within the U.S.-American classroom space can have multiple meanings and be understood as different forms of communication and participation. For the purpose of this project, I selected the three meta discourses of postcolonial theory, critical (communication) pedagogy, and international student-centered research to help deconstruct the notion of international students as the “Other,” as well as the misconceptions of silence within the classroom. Postcolonial theory as the main anchor of this research, in particular, allowed me to engage in an in-depth discussion of how we can decolonize West-centric, U.S.-American classrooms and create more dialogic, inclusive, and intercultural spaces in which different epistemologies and ways of knowing and knowledge production can be included. Furthermore, I bring into dialogue the three selected meta discourses in order to create a more nuanced and inclusive conceptualization of voice and silence that moves away from West-centric binaries. I used critical complete-member ethnography (CCME), as developed by Dr. Satoshi Toyosaki (2011), as the main method for critical inquiry. CCME argues for the value that is derived from combining different ethnographic methods in order to create an accurate account of cultural practices, as well as “focus on communicative practices and processes” (p. 66). I incorporated an autoethnographic account that functions to position myself as a researcher as well as autoethnographic narratives and reflections throughout my data analysis. In addition, I extend the notion of membership as it is currently conceptualized within CCME to make the argument for CCME as a method for critical inquiry within intercultural communication, and not just intracultural communication, research. My research findings demonstrate that the West-centric, binaristic conceptualization of voice and silence within the U.S.-American educational system can create unwelcoming learning environments for international students who may feel positioned as the Other who do not fit in, or may feel excluded from dominant discourse by being silenced. The participants’ narratives indicate the meanings of and reasons for international students’ embodiments of silence within classroom settings are as multiple, contextual, and dialogic as the conceptualization of silence itself. The collected data support the argument of the complexity and contextuality of voice and silence, and further call for a reconceptualization of voice and silence as acceptable forms of classroom participation. Furthermore, the international student participants identified several reasons as to why they may choose to perform silence in the classroom. Finally, through the interviews I tried to create a dialogue among international students and instructors in order to address and deconstruct issues pertaining to the struggles of international students caused by U.S.-centric approaches to pedagogy as well as conceptualizations of voice, silence, and classroom participation. My research showed that it is imperative for us to engage in more inclusive, critical, yet compassionate dialogues across our differences in order to create glocalized, intercultural learning communities within U.S.-/Euro-/West-centric educational systems. We must attempt to create intercultural spaces within our classrooms that allow for and cherish diverse narratives, epistemologies, different ways of knowing, and different conceptualizations of voice, silence, and classroom participation within the U.S.-American classroom setting, in particular at a medium-sized U.S.-American university located in a small town in the Midwestern region of the country. This dissertation research privileges such dialogue by centering the narratives of international students, thus, moving them from the periphery to the center and allowing them the agency to address exclusionary pedagogical practices within the U.S.-American educational system that exclude them from dominant discourse.
机译:每年,成千上万的国际学生移居美国继续接受高等教育。特别是在过去的几年中,在美利坚合众国大学就读的国际学生人数一直在不断增加。国际学生可能经历的两个最大变化是对教室礼节的不同期望以及对美式教室环境的参与。受多年接触以西方为中心的教学实践方法的影响,美利坚合众国教室被创建为一个特权空间,在该空间中,以西方为中心的认识论,教学法和知识生产方式常常是享有特权。对于大多数不是来自西方文化的国际学生来说,这是一个非常艰难的谈判空间。在这篇论文中,我特别研究了声音和沉默的概念,目的是为了更好地了解国际学生在美国中等规模的美国教室中如何体验和协商这两个概念。美国大学位于该国中西部地区的一个小镇。尽管许多以西方为中心的文化将声音和沉默视为二分法,但我认为它们形成了一个对话,沟通,流动,情境和有时自相矛盾的连续体。此外,我认为美利坚合众国教室内的沉默和声音的含义可以有多种含义,可以理解为不同形式的交流和参与。出于这个项目的目的,我选择了后殖民理论,批判(交流)教学法和以国际学生为中心的研究这三种元话语,以帮助解构国际学生的“其他”概念以及对沉默的误解。在教室里。后殖民理论作为这项研究的主要锚点,尤其使我得以深入讨论如何去殖民以西方为中心的美式教室,以及如何在其中建立不同的认识论的对话性,包容性和跨文化空间并且可以包括知识和知识产生的方式。此外,我将三个选定的元语言进行对话,以创建声音和沉默的更细微和包容性的概念,从而远离以西方为中心的二进制文件。我使用了由Satoshi Toyosaki博士(2011年)开发的关键完整成员民族志(CCME)作为关键询问的主要方法。 CCME主张通过结合不同的人种志方法来创造价值,以便准确地了解文化习俗以及“关注交际习俗和过程”(第66页)。我并入了一个人种志研究帐户,该帐户的作用是使自己定位为研究人员,并在我的数据分析过程中对人种志研究的叙述和思考进行定位。此外,我扩展了成员资格的概念,因为该概念目前在CCME中得到了概念化,以使CCME成为跨文化交流(而不仅仅是跨文化交流)研究中进行批判性探究的方法。我的研究结果表明,美式教育体系中以西语为中心的声音和沉默的二元概念可以为国际学生创造不受欢迎的学习环境,这些学生可能会觉得自己与其他人不适应,或者可能被排除在主导地位之外保持沉默。参与者的叙述表明,国际学生在课堂环境中体现沉默的意义和原因与沉默本身的概念化一样多,情境和对话。收集的数据支持语音和沉默的复杂性和上下文关系的论点,并进一步呼吁将语音和沉默重新概念化为可接受的课堂参与形式。此外,国际学生参与者指出了他们为什么选择在教室里沉默的几个原因。最后,通过访谈,我试图在国际学生和讲师之间进行对话,以解决和解构与以美国为中心的教学法以及声音,沉默和课堂参与的概念化所引起的国际学生奋斗有关的问题。 。我的研究表明,对于我们之间的差异,我们必须进行更具包容性,批判性但富有同情心的对话,以便在以美国//欧洲/西方为中心的教育系统中创建本地化的跨文化学习社区。我们必须尝试在教室中创建跨文化空间,以允许并珍惜各种叙事,认识论,不同的认识方式以及不同的声音,沉默概念,以及美利坚合众国课堂环境中的课堂参与,特别是位于该国中西部地区一个小镇的中型美利坚合众国大学。本论文的研究通过使国际学生的叙述成为中心,从而使这种对话具有特权,从而将他们从外围转移到中心,并允许他们在美利坚合众国教育系统内处理排斥学生的排斥性教学实践。

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    Simonis Jana;

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  • 年度 2016
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  • 入库时间 2022-08-31 14:35:11

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