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Browsing by Subject "narrative"

Now showing 1 - 8 of 8
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    American Muslim Organizations: Response to Counterterrorism Initiatives
    (2015-12) Michel, Amber
    Counterterrorism efforts in the US have discriminatorily targeted Muslims through the use of surveillance, infiltration, paid informants and other forms of harassment. In this project, I examine the narrative generated by Muslim organizations nationally and in Minnesota, in response to the intense policing practices of American counterterrorism initiatives. I identified accommodationist themes throughout the national narratives but observed this phenomenon much less frequently at the local level. I observed the damaging and destabilizing effects of such initiatives. I also theorize that proximity to a national stage determines the tone of public narrative.
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    Art as Activism: Displacement Prevention in the Twin Cities
    (2016-12) O’Donnell, Stephanie
    This research uses the history of urban development and media representation as context for understanding current racial equity gaps and growing fears of gentrification and displacement in Minneapolis and Saint Paul neighborhoods. It emphasizes the importance of narrative in the process of changing power structures, and explores the community-building work of artist, Wing Young Huie, and arts organizations, Mixed Blood Theatre and Juxtaposition Arts. During times of change, art can strengthen neighborhood resilience by giving communities control over the telling of their own stories.
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    Artwork-Mediated Deliberations: How Art Can Awaken Narratives, Emotions and Agency
    (2018) Marks, Ruth Ann
    Deliberation forums using an artwork-mediated journaling facilitation technique were conducted at United Methodist churches on a topic that placed the earth’s natural resources into tension with economic development. In two of the forums, narrative elements played a role in how participants framed their introductory remarks and expressed their values and emotions on the topic. This new deliberation configuration creates a way for participants to readily enter into discussion and engages them to explore a complex topic including how they viewed their own agency.
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    Being and Belonging in America: Second-Generation Asian American Teachers’ Stories of Negotiating Identity and Culture
    (2021-06) Phadke, Meghan
    In the last quarter century, the United States has seen the highest levels of immigration since the turn of the 19th century (Frey, 2020; Massey, 2013). Unlike migrations of the past, this one has brought Brown and Black folks from across the Global South to the United States, forever changing the demographics of the nation (Frey, 2020; Foner, 2000; Massey 2013). This boom is largely a result of post-colonial conditions, neoliberal policy, and U.S. military incursions that have destabilized the globe. These factors, along with the Immigration and Nationality Act of 1965, have ushered in a large-scale shift in U.S. demographics, that while geographically uneven, continues to change the notion and nature of American identity (Alba, 2018). As the United States continues to experience large-scale immigration, primarily from Asia and Central and South America, we must confront the ways in which this reality is impacting our schools, teachers, and students. This dissertation is concerned with the implications of this ongoing transformation in demographics within the United States on the nature and notion of American identity, of what and who count as American, and the impacts of this shift on the realities for schools and the lives of teachers and students who labor and learn within them. In attending to this concern, this study focuses on Asian Americans, a population that significantly contributes to this demographic shift and who are increasingly the target of White anxiety and rage. In addition to socio-culturally situated contestations of belonging, this population has historically faced legal and formalized exclusion which has compounded Asian Americans’ relationship to the social imaginary of America. This contestation is even more pronounced for Second-Generation Asian Americans, whose belonging is additionally complicated by their status as American-born. This critical narrative study presents the stories of four Second-Generation Asian American elementary school teachers currently working at public elementary schools in the Twin Cities, alongside the researcher’s own story as U.S. student, teacher, and teacher-educator. These stories reveal fraught negotiations of identity and culture and the ways in which these teachers mobilize their Second-Generation Asian American identity in the service of their students.
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    Digital Storytelling: An Integration of Participatory Culture, Education and Narrative
    (2013-05-31) Liesinger, Brian
    Engaging students who depend more than ever on digital technology and the Internet is an increasing burden for higher education in the 21st century. What rules today is a highly participatory culture relying on being “plugged-in” constantly. This project proposes Digital Storytelling (DST) as a cross-disciplinary activity to harness digital technology for educating media literate citizens able to put technology to use productively and meaningfully. In short, digital stories are brief narratives constructed digitally that combine the power of storytelling with still and moving imagery and a soundtrack to and convey meaning creatively.
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    Language sample analysis with bilingual children: Translating research to practice
    (2020) Ebert, Kerry Danahy
    Language sample analysis (LSA) has been called the “gold standard” for clinical language assessment with children learning more than one language. The research literature discussing this clinical tool with bilingual children has grown substantially in recent years. This article reviews and synthesizes the literature on LSA in order to provide guidance for clinicians seeking to utilize this tool with bilingual children. The focus is on oral narrative language samples, reflecting the currently available literature. The article reviews procedural considerations in eliciting and coding narratives with bilingual children and considers the evidence of effectiveness for different assessment purposes such as the identification of language disorders and the documentation of dual-language growth over time. Research findings are translated to clinical scenarios. Finally, gaps in the literature are identified.
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    Normalizing Discourses of Upward Mobility: Working Class Roots, Motherhood, and Idealized White Femininity
    (2015-09) Clements, Colleen H
    Abstract: Upward mobility has been tied to racialization of identity in the U.S. since its inception. According to Thandeka (2007), for white people, social class is race, and the way to become “whiter” was (and is) through upward mobility. This narrative of upward mobility is perpetrated in part through normalizing cultural discourses (Foucault & Ewald, 2003), in which upward mobility is constructed as smooth and leading to unquestionably desirable outcomes. These discourses hold particular interest in relation to the role of “mother” in the U.S., as mothers are often in the position of imagining and helping to create the future trajectories of their children (Barry, Osborne & Rose, 1996; Danaher, Schirato & Webb, 2000; Donzelot, 1979; Rose, 1999). This study was an inquiry of the ways in which white mothers from working class backgrounds narrated their experiences with upward mobility. I was interested in the relationship between normalizing cultural narratives of upward mobility and the narratives the participants took up in their daily lives. In addition, I was interested in the ways in which these narrations influenced their identities in the culturally constructed role of “mother,” as a feature of idealized white femininity. Through the use of the arts-based methodology of dramatization (Saldaña, 1999, 2008) and post-intentional phenomenological interview methods (Vagle, 2014), I produced a script based on the narratives of three focal participants. This script was also used in the analysis process, to illuminate the ways in which the narratives of the mothers in the study contained moments of both adherence to normalizing cultural discourses and ruptures with those normalizing discourses. The narratives of the participants in this study revealed complicated stories of upward mobility that did not match the smooth trajectory of the American Dream. The ways in which the narratives of the participants differed from the normalizing narratives of upward mobility varied, depending on personal experience. The narratives contained multiple stories of tension and loss, creating three portraits of conflicted identity related to upward mobility.
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    Producing educated selves: Gender, migration and subjectivity on the edge of transnational high-tech labor arbitrage
    (2017-05) Timiri, Himabindu
    This study examines the transnational movement of high-tech labor from the perspective of techmigrant families. It highlights the issue of dependent immigrant women, spouses of guestworkers who perform high-skilled jobs in the United States. As dependents, these immigrant women are subject to a restrictive immigration status that mandates years of unemployment, while permitting limited pathways to pursue higher education. The study poses the issue of dependent migration as a feminized construct at the intersection of the fields of gender, migration and educational studies. Data were collected through an ethnographic study of the Indian techmigrant community in and around Atlanta over a period of eighteen months. In-depth interviews with techmigrant spouses generated narratives on migration and education. The study framework accounted for the simultaneous subjection and self-making of gendered and dependent immigrant subjectivities. Using a blend of discourse and narrative analyses, a contextual reading of subject-making processes saw immigrant women as located on the edge of transnational labor arbitrage and within overlapping state, market and familial discourses. While the narratives of dependent immigrant women showed evidence of interwoven subjection discourses, they also exemplified moments of awareness of subjection processes and the appropriation of these same discourses into self-making processes. Ultimately, in the navigation of macro institutional forces, educated subjectivities, also referred to as “educated selves” in this study, played a significant role in offering these immigrant women room to leverage these subject-making processes.