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dc.contributor.advisorYon, Dan
dc.contributor.authorKassam, Salima
dc.date.accessioned2018-01-24T18:13:47Z
dc.date.available2018-01-24T18:13:47Z
dc.date.issued2017-02-10
dc.identifier.citationMajor Research Paper (Master's), Faculty of Education, York University
dc.identifier.urihttp://hdl.handle.net/10315/34198
dc.description.abstractThis paper aims to consider how the diasporic consciousness can be taken up in schooling as a construct that challenges multicultural and anti-racism frameworks. It looks at notions of identity and identities as fluid constructs that are contested, navigated and challenged as we consider student connections to their multiple narratives and journeys. In considering how the theory of diaspora plays out in classroom structures, we can envision how the curriculum can be used to open up spaces for this process to take place. Through connecting theory to practice in this paper, I hope to create a conversation for the possibilities of pushing teaching and learning beyond static constructs as we think about how all students can enact who they are becoming beyond the margins of conventional practice.en
dc.language.isoenen_US
dc.rights.uriThe copyright for the paper content remains with the author.*
dc.subjectTeaching and Learningen_US
dc.subjectDiasporic Consciousnessen_US
dc.titleNegotiating Fragments: Implications of the Diasporic Consciousness on Teaching and Learningen_US


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