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Negotiating diasporic identity in Ar...

Abdul-Jabbar, Wisam Kh.

Negotiating diasporic identity in Arab-Canadian studentsdouble consciousness, belonging, and radicalization /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Negotiating diasporic identity in Arab-Canadian studentsby Wisam Kh. Abdul-Jabbar.
Reminder of title:	double consciousness, belonging, and radicalization /
Author:	Abdul-Jabbar, Wisam Kh.
Published:	Cham :Springer International Publishing :2019.
Description:	xv, 172 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	ImmigrantsSocial conditions.Canada
Online resource:	https://doi.org/10.1007/978-3-030-16283-2
ISBN:	9783030162832$q(electronic bk.)

Negotiating diasporic identity in Arab-Canadian studentsdouble consciousness, belonging, and radicalization /
Abdul-Jabbar, Wisam Kh.

Negotiating diasporic identity in Arab-Canadian studentsdouble consciousness, belonging, and radicalization /[electronic resource] :by Wisam Kh. Abdul-Jabbar. - Cham :Springer International Publishing :2019. - xv, 172 p. :ill., digital ;24 cm. - Palgrave studies in educational futures. - Palgrave studies in educational futures..

1. Introduction/But, seriously, What's this book About? -- 2. The Educational Conceptual Perspective: Ethnic Identity, Literacy and Reader-Response Pedagogy -- 3. Anglophone Arab Literature in Diaspora: Living on the Fringes of Culture -- 4. The Theoretical and Methodological Framework: Postcolonial Theory, Double Consciousness and Study Design -- 5. The Arab Diasporic Condition and the Representational in Selected Short Stories -- 6. Double Consciousness: The Poetics and Politics of Being Canadian -- 7. Implications and Conclusions.

This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts.

ISBN: 9783030162832$q(electronic bk.)

Standard No.: 10.1007/978-3-030-16283-2doiSubjects--Topical Terms:

841613
Immigrants
--Social conditions.--Canada

LC Class. No.: JV7225.2 / .A238 2019

Dewey Class. No.: 305.906912

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520 $a This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts.
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