Transmundificar: encontrar seu caminho nos espaços e negociar o eu no ensino on line

Jill Koyama

doi:10.1590/2175-623699889

Abstract

Resumo: Com base em dados de uma etnografia com duração de quarenta e dois meses acerca de redes de refugiados no Arizona, exploro a questão de jovens refugiados forjando identidades e espaços híbridos em contextos educacionais dos Estados Unidos. Ao utilizar a noção de abrir espaço (Das Gupta, 2006), demonstro como eles captam vídeos em webcam de um campo de refugiados ou música de seu país natal enquanto realizam tarefas de aula em um programa on line de recuperação de créditos ou disciplinas de Ensino Médio. Eles se envolvem naquilo que refiro como transmundificar, ou a prática de mediar identidades emergentes e encontrar seu caminho em mundos figurados (Holland; Lachicotte; Skinner; Cain, 1998) de aprendizagem de refugiado ao enfrentar práticas educacionais normativas e marginalizantes.

Highlights

By the start of 2019, nearly 70.8 million people were displaced from their homelands
The creators of online courses, the school district administration who have had a hand in adopting the online credit recovery programs, and the teachers and counselors who advise the refugee students to enroll in the online courses are place-takers
I did not set out to study online learning, but this paper is what anthropological and ethnographic approaches afford us – the possibility, if not the high likelihood, that an important aspect of research will emerge once the researchers is immersed in the field or fields

Summary

Introduction

By the start of 2019, nearly 70.8 million people were displaced from their homelands. It shows how refugee students position themselves as knowledge makers and how they take what is given – online credit recovery courses – which are, without evidence, adopted by school districts across the US as best practices, and make something new out of them In doing so, they construct and traverse figured worlds as cultural actors. The creators of online courses, the school district administration who have had a hand in adopting the online credit recovery programs, and the teachers and counselors who advise the refugee students to enroll in the online courses are place-takers Together, they move forward the persistent notions about what must be learned, in what time frame, and by whom. I utilize the word transworlding to describe how the students juxtapose and integrate learning online in the US with knowing and learning in the spaces and cultures – other figured worlds – in which they have previously inhabited, and continue to access, even from across the globe

Detailing Methods

Participants and Data Collection

Findings

Concluding Thoughts