東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Thirdspace Classrooms: Mapping the I...

Ghim, Hyeyoung.

Linked to FindBook

Google Book

Amazon

博客來

Thirdspace Classrooms: Mapping the Identities and Experiences of Chinese Transmigrant Early Childhood Teachers in the U.S.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Thirdspace Classrooms: Mapping the Identities and Experiences of Chinese Transmigrant Early Childhood Teachers in the U.S./
Author:	Ghim, Hyeyoung.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	235 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28000353
ISBN:	9798662384255

Thirdspace Classrooms: Mapping the Identities and Experiences of Chinese Transmigrant Early Childhood Teachers in the U.S.
Ghim, Hyeyoung.

Thirdspace Classrooms: Mapping the Identities and Experiences of Chinese Transmigrant Early Childhood Teachers in the U.S. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 235 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2020.

This item must not be sold to any third party vendors.

Despite calls by U.S. researchers and policymakers for more teachers of color, supported by research documenting the significant social, emotional, and academic benefits of having same-race and same-ethnicity teachers, teaching remains an overwhelmingly White profession, even in light of demographic shifts rendering children of color the numeric majority in U.S. pre/schools. Relatedly, even as over one-fourth of children in the U.S. are immigrants, immigrant and transmigrant teachers have been marginalized in teacher education. Seeking to address this problem from a political-ideological paradigmatic perspective, this study sought to learn from transmigrant teachers' negotiations of identities and practices.Rejecting essentialized notions of immigrant teachers/communities and focusing on Chinese transmigrant teachers teaching Chinese immigrants and children of immigrants, it sought to understand how they negotiated their teacher identities and pedagogical practices in light of occupational, geographical, and migrational intersections of identities and experiences. Further, it sought to document how these were enacted in early childhood public school classrooms.Situated in New York City, home to the largest Chinese and Chinese-American population of any city outside Asia, this collective case study centered the voices, identities, and experiences of three Chinese transmigrant early childhood teachers via Thirdspace theory, bridging identity, and transnational funds of knowledge. Doing so accounted for their individuality and collectivity. Analytically,•Thirdspace theory was used to map how they reconciled transnational identities, experiences, and pedagogical practices in the classroom;•bridging identity helped deepen understandings of how they constructed a professional/occupational identity influenced by, but not limited to, past biographical experiences; and•transnational funds of knowledge epitomized their lived experiences resulting from transnational navigations and/or belonging to transnational communities, capturing the complex flow of knowledges that characterized their experiences and pedagogies.Findings shed light onto the power and potential of Chinese transmigrant early childhood teachers in the education of Chinese immigrant children. Implications underscore the need for teacher education to learn from the experiences of international teacher candidates, recognizing how they may serve as role models for all students while improving the outcomes and school experiences of immigrant students, leveraging the simultaneity of experiences, identities, and experiences in the construction of Thirdspace classrooms.

ISBN: 9798662384255Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Chinese early childhood teachers

Thirdspace Classrooms: Mapping the Identities and Experiences of Chinese Transmigrant Early Childhood Teachers in the U.S.
LDR:03999nmm a2200397 4500 001 2271260
005 20201007134554.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9798662384255
035 $a (MiAaPQ)AAI28000353
035 $a AAI28000353
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ghim, Hyeyoung. $3 3548671
245 1 0 $a Thirdspace Classrooms: Mapping the Identities and Experiences of Chinese Transmigrant Early Childhood Teachers in the U.S.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 235 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Souto-Manning, Mariana.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Despite calls by U.S. researchers and policymakers for more teachers of color, supported by research documenting the significant social, emotional, and academic benefits of having same-race and same-ethnicity teachers, teaching remains an overwhelmingly White profession, even in light of demographic shifts rendering children of color the numeric majority in U.S. pre/schools. Relatedly, even as over one-fourth of children in the U.S. are immigrants, immigrant and transmigrant teachers have been marginalized in teacher education. Seeking to address this problem from a political-ideological paradigmatic perspective, this study sought to learn from transmigrant teachers' negotiations of identities and practices.Rejecting essentialized notions of immigrant teachers/communities and focusing on Chinese transmigrant teachers teaching Chinese immigrants and children of immigrants, it sought to understand how they negotiated their teacher identities and pedagogical practices in light of occupational, geographical, and migrational intersections of identities and experiences. Further, it sought to document how these were enacted in early childhood public school classrooms.Situated in New York City, home to the largest Chinese and Chinese-American population of any city outside Asia, this collective case study centered the voices, identities, and experiences of three Chinese transmigrant early childhood teachers via Thirdspace theory, bridging identity, and transnational funds of knowledge. Doing so accounted for their individuality and collectivity. Analytically,•Thirdspace theory was used to map how they reconciled transnational identities, experiences, and pedagogical practices in the classroom;•bridging identity helped deepen understandings of how they constructed a professional/occupational identity influenced by, but not limited to, past biographical experiences; and•transnational funds of knowledge epitomized their lived experiences resulting from transnational navigations and/or belonging to transnational communities, capturing the complex flow of knowledges that characterized their experiences and pedagogies.Findings shed light onto the power and potential of Chinese transmigrant early childhood teachers in the education of Chinese immigrant children. Implications underscore the need for teacher education to learn from the experiences of international teacher candidates, recognizing how they may serve as role models for all students while improving the outcomes and school experiences of immigrant students, leveraging the simultaneity of experiences, identities, and experiences in the construction of Thirdspace classrooms.
590 $a School code: 0055.
650 4 $a Early childhood education. $3 518817
650 4 $a Teacher education. $3 3172312
650 4 $a Elementary education. $3 641385
650 4 $a Multicultural education. $3 526718
653 $a Chinese early childhood teachers
653 $a Chinese immigrant children
653 $a International students
653 $a Teacher education
653 $a Thirdspace classrooms
653 $a Transmigrant teachers
690 $a 0518
690 $a 0530
690 $a 0524
690 $a 0455
710 2 $a Teachers College, Columbia University. $b Curriculum and Teaching. $3 2094400
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0055
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28000353