Spotlights and shadows
Linguistic and cultural (in)visibility among transnational students in an international baccalaureate school
Bibliographic Data
| ID | 12814734 |
|---|---|
| Authors | Audrey Lucero (0000-0001-6085-7784, University of Oregon, corresponding author), Maggie R Mitteis (University of Oregon), Bobbie Bermúdez (University of Utah) |
| Year | 2024 |
| Volume | 20 |
| Issue | 1 |
| Pages | 36-49 |
| Publication date | 2024-04-09 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Diaspora Indigenous and Minority Education (JOURNAL) |
| Journal identifiers | ISSN: 1559-5692 • E-ISSN: 1559-5706 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15595692.2024.2340666 |
| OpenAlex | W4394612769 |
| Language | EN |
| References cited | 42 |
Illumination choices are specific, poignant, and frequently a product of design. Theatrical pioneer Max Reinhart stated, "The art of lighting a stage consists of putting light where you want it and taking it away from where you don't want it." This quote articulates an intentional choice regarding what and who is given focus on the stage and what is (un)intentionally left in the shadows. In this study, the stage is a diverse International Baccalaureate school in the Pacific Northwest, and the actors are 33 linguistically and culturally diverse high schoolers. Using data from virtual interviews, we discuss which aspects of their transnational identities and practices students perceived to be visible (i.e. in the spotlight) and invisible (i.e. in the shadows). We conclude with a call to action, stressing the importance of student input and diverse experiences so teachers and administrators can better support them on an ever evolving, transnational stage
Geography · International school · Linguistics · Pedagogy · Sociology · Visibility · Global Education and Multiculturalism · Multilingual Education and Policy · Philosophy · Second Language Learning and Teaching
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When Racial, Transnational, and Immigrant Identities, Literacies, and Languages Meet
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The role of culture and traditional knowledge in climate change adaptation
Engaging the Transnational Lives of Immigrant Youth in Public Schooling
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Upending Colonial Practices
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| Citation velocity | historical |
|---|---|
| Highly cited | No |