The Costs of “Living the Dream” for Hmong Immigrants
The Impact of Subtractive Schooling on Family and Community
Datos Bibliográficos
| ID | 8924581 |
|---|---|
| Autores | Bic Ngo (0000-0003-3667-1992, University of Minnesota, autor de correspondencia) |
| Año | 2016 |
| Volumen | 53 |
| Número | 5 |
| Páginas | 450-467 |
| Fecha de publicación | 2016-12-14 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Educational Studies (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2016.1258361 |
| OpenAlex | W2562540667 |
| Idioma | EN |
| Citas recibidas | 10 |
| Referencias citadas | 22 |
In this article, I engage critical discourse analysis of in-depth, semistructured interviews with 4 Hmong community leaders to illumine their perspectives on the role of subtractive schooling in the struggles of Hmong students, parents, and the ethnic community as a whole. I reveal their understanding of the exclusionary practices of school that privilege dominant White culture and contribute to children's Hmong language loss, ignorance about the Hmong refugee experience and sacrifices of parents and elders, and disengagement from family cultural obligations. This study significantly contributes to the current research on subtractive schooling
Disadvantaged · Disengagement theory · Ethnic group · Ignorance · Immigration · Islam · Islamic culture · Political science · Privilege (computing · Refugee · Sociology · Somali · Critical Race Theory in Education · Education and experiences of immigrants and refugees · Gender Studies · Multilingual Education and Policy · Psychology · Gerontology
Structural barriers and processes of defunding of funds of identity of refugee-background children
Nepantlera Pedagogy in an Immigrant Youth Theater Project
The Diasporic Tellings of Black African Refugee-Background Youth through the Lens of Critical Ubuntu Literacy
Re-membering pedagogy
De-Centering the Deficit Framework
Learning from community stakeholders
The Diverse Immigrant Student Experience
Experience-Based Objectives
Between Suffering and Liberation
Bhutanese–Nepali Young Women’s Experiences with Racism Inside and Outside of Schools
Fields of play
Race, Identity, and Representation in Education
Subtractive Schooling
Official Knowledge
More than "Model Minorities" or "Delinquents"
The art of case study research
The Politics of Recognition
Discourses About Gender Among Hmong American Policymakers
When culture implies deficit
The Refugee Soldier
Black students' school success
Empowering Mong Students
Culturally Relevant Pedagogy 2.0
Culture Consciousness Among Hmong Immigrant Leaders
Using thematic analysis in psychology
Funds of knowledge for teaching
Toward a Theory of Culturally Relevant Pedagogy
Beyond "Culture Clash" Understandings of Immigrant Experiences
FOB" and "Whitewashed
Our Child Doesn't Talk to Us Anymore
Transformation and School Success
Explaining School Failure, Producing School Success
| Obras citantes distintas | 10 |
|---|---|
| Citas por año | 1,11 |
| Intervalo de citas | 2017 - 2026 (10) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 10 |