The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy

Wisam Kh. Abdul-Jabbar

doi:10.1007/978-3-030-16283-2_2

The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy

Wisam Kh. Abdul-Jabbar

University of Alberta

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter examines the identity of second-generation students with respect to in-school environment, personal experience, social inequalities, and literacy and negotiates ethnic identity within the Canadian multicultural landscape. It addresses the relationship between ethnic identity and national allegiance and discusses the challenges and controversies in implementing culturally responsive teaching that addresses the infusion of culture and ethnic identity. It also offers a review of reader response theory and its pedagogical implications.

Original language	English
Title of host publication	Negotiating Diasporic Identity in Arab-Canadian Students
Subtitle of host publication	Double Consciousness, Belonging, and Radicalization
Publisher	Palgrave Macmillan Cham
Chapter	2
Pages	9-32
Number of pages	24
Edition	1
ISBN (Electronic)	978-3-030-16283-2
ISBN (Print)	978-3-030-16282-5
DOIs	https://doi.org/10.1007/978-3-030-16283-2_2
Publication status	Published - 10 May 2019
Externally published	Yes

Publication series

Name	Negotiating Diasporic Identity in Arab-Canadian Students: Double …

Access to Document

10.1007/978-3-030-16283-2_2

https://scholar.google.com/citations?view_op=view_citation&hl=en&user=hWeezAQAAAAJ&pagesize=100&citation_for_view=hWeezAQAAAAJ:R3hNpaxXUhUC

Cite this

Abdul-Jabbar, W. K. (2019). The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy. In Negotiating Diasporic Identity in Arab-Canadian Students: Double Consciousness, Belonging, and Radicalization (1 ed., pp. 9-32). (Negotiating Diasporic Identity in Arab-Canadian Students: Double …). Palgrave Macmillan Cham. https://doi.org/10.1007/978-3-030-16283-2_2

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title = "The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy",

abstract = "This chapter examines the identity of second-generation students with respect to in-school environment, personal experience, social inequalities, and literacy and negotiates ethnic identity within the Canadian multicultural landscape. It addresses the relationship between ethnic identity and national allegiance and discusses the challenges and controversies in implementing culturally responsive teaching that addresses the infusion of culture and ethnic identity. It also offers a review of reader response theory and its pedagogical implications.",

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Abdul-Jabbar, WK 2019, The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy. in Negotiating Diasporic Identity in Arab-Canadian Students: Double Consciousness, Belonging, and Radicalization. 1 edn, Negotiating Diasporic Identity in Arab-Canadian Students: Double …, Palgrave Macmillan Cham, pp. 9-32. https://doi.org/10.1007/978-3-030-16283-2_2

The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy. / Abdul-Jabbar, Wisam Kh.
Negotiating Diasporic Identity in Arab-Canadian Students: Double Consciousness, Belonging, and Radicalization. 1. ed. Palgrave Macmillan Cham, 2019. p. 9-32 (Negotiating Diasporic Identity in Arab-Canadian Students: Double …).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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AB - This chapter examines the identity of second-generation students with respect to in-school environment, personal experience, social inequalities, and literacy and negotiates ethnic identity within the Canadian multicultural landscape. It addresses the relationship between ethnic identity and national allegiance and discusses the challenges and controversies in implementing culturally responsive teaching that addresses the infusion of culture and ethnic identity. It also offers a review of reader response theory and its pedagogical implications.

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Abdul-Jabbar WK. The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy. In Negotiating Diasporic Identity in Arab-Canadian Students: Double Consciousness, Belonging, and Radicalization. 1 ed. Palgrave Macmillan Cham. 2019. p. 9-32. (Negotiating Diasporic Identity in Arab-Canadian Students: Double …). doi: 10.1007/978-3-030-16283-2_2

The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy

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