Project 3:
Project 3: Counteracting Culture Clashes on Campus
In this work, I feature my creative work The Others: Culture Clash while exploring how appearance, sense of belonging, and experiences of inclusion and exclusion often shape how a person’s identity is perceived, and language can often be a reinforcing factor that determines a student’s exile or entrance into cultural groups. Students that come from multi ethnic, cultural, racial, and linguistic backgrounds often face micro-aggression in the school setting from teachers and students. Colleges like Emory typically put in great effort to provide cultural community resources to students of different heritages, but these sources will not be helpful if not used to the fullest if students from these backgrounds .In his book Translingual Practice, Canagarajah highlights the positivity behind socio-cultural in-betweeness (3) and the uniqueness of codemeshing in families that do not pass down their heritage languages (4); however, I would counter that he does not take into account the negative side effects that codemeshing and socio-cultural in-betweeness can have in educational settings. Although the media can often portray socio-cultural in-betweeness as something that is embraced, this is not the reality in real world situations like the college experience. Languages can often be taken as choosing sides, or identities for people of multi-ethnic, multi-racial, and multicultural backgrounds, because language is often tied to cultural identity. What can we do to make educational environments more accepting of people from multicultural backgrounds? After doing extensive research on multiracial and multiethnic identity in college campus settings individually and for Emory’s OMPS office (Office of Multicultural Programs and Services), I propose the following solutions to make campuses more accepting atmospheres: support cultural communities that promote multi-ethnic, multi-lingual, multi-racial identity and interaction in the school settings, create educational programs that promote awareness and fight against cultural micro aggressions, and sponsor social justice events.
Project 3: Counteracting Culture Clashes on Campus
In this work, I feature my creative work The Others: Culture Clash while exploring how appearance, sense of belonging, and experiences of inclusion and exclusion often shape how a person’s identity is perceived, and language can often be a reinforcing factor that determines a student’s exile or entrance into cultural groups. Students that come from multi ethnic, cultural, racial, and linguistic backgrounds often face micro-aggression in the school setting from teachers and students. Colleges like Emory typically put in great effort to provide cultural community resources to students of different heritages, but these sources will not be helpful if not used to the fullest if students from these backgrounds .In his book Translingual Practice, Canagarajah highlights the positivity behind socio-cultural in-betweeness (3) and the uniqueness of codemeshing in families that do not pass down their heritage languages (4); however, I would counter that he does not take into account the negative side effects that codemeshing and socio-cultural in-betweeness can have in educational settings. Although the media can often portray socio-cultural in-betweeness as something that is embraced, this is not the reality in real world situations like the college experience. Languages can often be taken as choosing sides, or identities for people of multi-ethnic, multi-racial, and multicultural backgrounds, because language is often tied to cultural identity. What can we do to make educational environments more accepting of people from multicultural backgrounds? After doing extensive research on multiracial and multiethnic identity in college campus settings individually and for Emory’s OMPS office (Office of Multicultural Programs and Services), I propose the following solutions to make campuses more accepting atmospheres: support cultural communities that promote multi-ethnic, multi-lingual, multi-racial identity and interaction in the school settings, create educational programs that promote awareness and fight against cultural micro aggressions, and sponsor social justice events.
Project 2:
Attitudes Across the Oceans: To the Shores of Osaka
Negative stereotypes about the way we speak survives and translates across the oceans in one form or another based on language (linguistic) and social contexts. Language discrimination and the enforcement of the standard in both Japan and America are threatening dialects and the cultures of minorities who speak those dialects and Radziminski brings to attention societal perceptions of dialects in those countries. With reflection of studies by renowned linguists such as John Baugh, Vershawn Young, Susan Tamasi, and Harumi Miyake, Radziminski uses their logic and studies to propose a new, educational pedagogies that promote different not deficient attitudes of dialects and promotes full acceptance of dialectal diversity on an international level. She displays language discrimination and imperialistic qualities of standard language against linguistic minorities such as African Americans who speak Ebonics to negative stereotypes of those who speak in Osaka dialects to the ban of the Okinawa dialect in Japan. Radziminski emphasizes the connection of dialect and identity and how promotion of diverse dialects could benefit the professional world.
Attitudes Across the Oceans: To the Shores of Osaka
Negative stereotypes about the way we speak survives and translates across the oceans in one form or another based on language (linguistic) and social contexts. Language discrimination and the enforcement of the standard in both Japan and America are threatening dialects and the cultures of minorities who speak those dialects and Radziminski brings to attention societal perceptions of dialects in those countries. With reflection of studies by renowned linguists such as John Baugh, Vershawn Young, Susan Tamasi, and Harumi Miyake, Radziminski uses their logic and studies to propose a new, educational pedagogies that promote different not deficient attitudes of dialects and promotes full acceptance of dialectal diversity on an international level. She displays language discrimination and imperialistic qualities of standard language against linguistic minorities such as African Americans who speak Ebonics to negative stereotypes of those who speak in Osaka dialects to the ban of the Okinawa dialect in Japan. Radziminski emphasizes the connection of dialect and identity and how promotion of diverse dialects could benefit the professional world.
Project 1:
Abstract: Fishing for New, Improved, Teaching Methods
In Jalyn Radziminski’s Fishing for New, Improved Teaching Methods, she forwards and counters texts from the works of Suhanthie Motha and Miranda Deborah to propose new multi-lingual teaching methods that could battle the issue of racism and colonialism that exists in English teaching methods in the United States. While the spread of English, and other colonizing language, have tried to play the contradictory roles of ‘saviors’, they, in actuality, played roles of language imperialism. This piece highlights the importance of bringing this issue to the forefront of English’s educator’s priorities. It also reflects the dangers of language subordination and highlights that spreading meta-awareness is not enough to battle the issue of the spread of mono-lingualism and the monopolizing power of English. It’s an argument that we should be persistent in changing our English teaching classrooms into a positive reflections of the trans-lingual, trans-national world that we live in today.
Interested in Reading it? Click the file below :)
Abstract: Fishing for New, Improved, Teaching Methods
In Jalyn Radziminski’s Fishing for New, Improved Teaching Methods, she forwards and counters texts from the works of Suhanthie Motha and Miranda Deborah to propose new multi-lingual teaching methods that could battle the issue of racism and colonialism that exists in English teaching methods in the United States. While the spread of English, and other colonizing language, have tried to play the contradictory roles of ‘saviors’, they, in actuality, played roles of language imperialism. This piece highlights the importance of bringing this issue to the forefront of English’s educator’s priorities. It also reflects the dangers of language subordination and highlights that spreading meta-awareness is not enough to battle the issue of the spread of mono-lingualism and the monopolizing power of English. It’s an argument that we should be persistent in changing our English teaching classrooms into a positive reflections of the trans-lingual, trans-national world that we live in today.
Interested in Reading it? Click the file below :)