Reflections of a Racial Queer

Posted in Articles, Autobiography, Gay & Lesbian, Identity Development/Psychology, Media Archive on 2012-09-12 17:40Z by Steven

Reflections of a Racial Queer

Multicultural Perspectives
Volume 12, Issue 2, 2010
pages 107-112
DOI: 10.1080/15210960.2010.481213

Aurora Chang-Ross
Beloit College, Beloit, Wisconsin

In this article, I reflect on my personal experiences of racial queerness. In an effort to speak my secrets, I explore my identity production as a Multiracial person by critically examining my positionality throughout various key stages in my life. I present Multiracial microaggressions –those accumulated moments that underscore my racial queerness and argue that these phenomena, while taxing, also confer agency. I propose a conceptual framework that incorporates both queer theory and borderlands theory as a potential framework from which to study how Multiracial individuals are positioned as racial queers. I argue that queerness, for the Multiracial individual, may denote both deviance (from the monoracial norm) and a unique individuality (stemming from one’s Multiracial background). By offering my testimonial as a racial queer and introducing the racial queer conceptual framework, I come a bit closer to naming my experience as a Multiracial individual and providing a space from which others can do the same.

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Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities, and Culturally Responsive Pedagogy

Posted in Articles, Identity Development/Psychology, Media Archive, Teaching Resources, United States on 2010-02-16 02:02Z by Steven

Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities, and Culturally Responsive Pedagogy

Multicultural Perspectives
Volume 9, Issue 3 (July 2007)
pages 21-28
DOI: 10.1080/15210960701443599

Jason G. Irizarry, Assistant Professor of Multicultural Education
Neag School of Education, University of Connecticut

Drawing from data collected through classroom observations and in-depth interviews, this article describes and analyzes practices identified as culturally responsive by Latinos students in an urban, multiethnic/racial context. The findings suggest that culturally responsive pedagogy must be more broadly conceptualized to address the cultural identities of students who have complex identities because of their experiences with peers of many varied identities, those whose urban roots have resulted in hybrid identities, and those who are multiethnic/multiracial. Based on these findings, the article forwards the concept of “cultural connectedness” as a framework for practicing a non-essentializing, dynamic approach to culturally responsive pedagogy that acknowledges the hybrid nature of culture and identity.

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