Negotiating Diasporic Identity in Arab-Canadian Students: Double Consciousness, Belonging, and Radicalization

ISBN-13: 9783030162825 / Angielski / Twarda / 2019 / 172 str.

Wisam Kh Abdul-Jabbar

Spis treści

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

O autorze

Wisam Kh. Abdul-Jabbar is Adjunct Professor at the University of Alberta, Canada. He holds a PhD in English Education from the University of Alberta, in addition to three master’s degrees, in English (University of Baghdad, Iraq), Humanities (California State University, USA) and English Literature (Lakehead University, Canada). He did his SSHRC postdoctoral fellowship in the Werklund School of Education at the University of Calgary, Canada. His primary research interests are in curriculum theory, intercultural education and multicultural literature. His previous articles have appeared in journals by Cambridge University Press, Duke University Press, California University Press and Routledge.

Blurb

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.