國立虎尾科技大學 |

Transmodal Zine-Making with Resettled Refugee Youth.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Transmodal Zine-Making with Resettled Refugee Youth./
作者:	Heise, Megan E.
面頁冊數:	1 online resource (285 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Linguistics. -
電子資源:	click for full text (PQDT)
ISBN:	9798379424558

Transmodal Zine-Making with Resettled Refugee Youth.
Heise, Megan E.

Transmodal Zine-Making with Resettled Refugee Youth. - 1 online resource (285 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2023.

Includes bibliographical references

We are currently experiencing unprecedented waves of forced migration (UNHCR, 2022a), leading to an increase in anti-refugee rhetorics which in turn fuel policies that have life or death consequences for refugees (Gotlib, 2017). In this context, refugee voices are urgently needed in scholarly, public, and political realms, yet these perspectives are frequently neglected, overlooked, and silenced, even (and especially) in research around refugees' literacy and language practices. This study sought to amplify the voices of refugee teens resettled in Western Pennsylvania, U.S.A. in order to continue to push back against these harmful (mis)representations and to center the voices and perspectives of those with refugee experience as creators of their own selves and narratives. To do so, I adopted a transmodal (Hawkins, 2018) paradigm to test its potentials for honoring participants' agency, building upon their assets, and fostering advanced rhetorical processes. My overarching research question was, "(How) do resettled refugee youth perceive and enact transmodal practices in a zine-making workshop?" Within this core question were several sub-questions around compositional choices, workshop perception, and asset identification. To address these questions, I facilitated a five-week transmodal zine-making workshop with a partner non-profit organization in Western Pennsylvania. By taking a community-based research (CBR) and participatory action research (PAR) stance, I enacted an arts-based research (ABR) methodology by writing field notes during the workshop, conducting an anonymous survey, collecting zine scans as artifacts from participants, and using these zines for arts-based interviews with study participants. Working with three study participants, I engaged in a polytextual thematic analysis (Edmondson et al., 2018) to cross reference findings across all data sources and participants.Key findings included that participants perceived the transmodal zine workshop overwhelmingly positively, experiencing many benefits and few to no challenges. They easily identified existing assets like mental processes (including planning and translation) and artistic skills, as well as newly gained skills and knowledge such as how to make a zine and express themselves with both words and images. All participants noted using their home languages (Swahili or Dari) in constructing their written English zine portions, and all meshed languages and images for transmodal zine creations. Importantly, these findings support previous work in transmodalities and other trans-paradigms, as well as zine studies, that suggest such an approach does, in fact, uphold learners' agency and build upon their assets to foster advanced rhetorical processes. In addition, findings also complicate prevailing beliefs in refugee literacies work around the visibility of refugees' literacies and histories in creative products alone, and the subtle expectations of refugees to always create something profound, political, or embodying push-back when given the chance. Instead, this study focuses on celebrating youths' agentive expressions and the way they identify their own (sometimes invisible) strengths. With these implications come key recommendations in pedagogy, policy, methodology, and future research to center refugee teens' voices on how they best learn and communicate, in order to change pedagogies and policies that have embodied, tangible impacts on refugees' lives, to be more just, equitable, and affirming.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379424558Subjects--Topical Terms:

557829
Linguistics.
Subjects--Index Terms:

Community literacyIndex Terms--Genre/Form:

554714
Electronic books.

Transmodal Zine-Making with Resettled Refugee Youth.
LDR:04871ntm a22003977 4500 001 1143752
005 20240517104943.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379424558
035 $a (MiAaPQ)AAI30319182
035 $a AAI30319182
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Heise, Megan E. $3 1468537
245 1 0 $a Transmodal Zine-Making with Resettled Refugee Youth.
264 0 $c 2023
300 $a 1 online resource (285 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
500 $a Advisor: Vetter, Matthew.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 2023.
504 $a Includes bibliographical references
520 $a We are currently experiencing unprecedented waves of forced migration (UNHCR, 2022a), leading to an increase in anti-refugee rhetorics which in turn fuel policies that have life or death consequences for refugees (Gotlib, 2017). In this context, refugee voices are urgently needed in scholarly, public, and political realms, yet these perspectives are frequently neglected, overlooked, and silenced, even (and especially) in research around refugees' literacy and language practices. This study sought to amplify the voices of refugee teens resettled in Western Pennsylvania, U.S.A. in order to continue to push back against these harmful (mis)representations and to center the voices and perspectives of those with refugee experience as creators of their own selves and narratives. To do so, I adopted a transmodal (Hawkins, 2018) paradigm to test its potentials for honoring participants' agency, building upon their assets, and fostering advanced rhetorical processes. My overarching research question was, "(How) do resettled refugee youth perceive and enact transmodal practices in a zine-making workshop?" Within this core question were several sub-questions around compositional choices, workshop perception, and asset identification. To address these questions, I facilitated a five-week transmodal zine-making workshop with a partner non-profit organization in Western Pennsylvania. By taking a community-based research (CBR) and participatory action research (PAR) stance, I enacted an arts-based research (ABR) methodology by writing field notes during the workshop, conducting an anonymous survey, collecting zine scans as artifacts from participants, and using these zines for arts-based interviews with study participants. Working with three study participants, I engaged in a polytextual thematic analysis (Edmondson et al., 2018) to cross reference findings across all data sources and participants.Key findings included that participants perceived the transmodal zine workshop overwhelmingly positively, experiencing many benefits and few to no challenges. They easily identified existing assets like mental processes (including planning and translation) and artistic skills, as well as newly gained skills and knowledge such as how to make a zine and express themselves with both words and images. All participants noted using their home languages (Swahili or Dari) in constructing their written English zine portions, and all meshed languages and images for transmodal zine creations. Importantly, these findings support previous work in transmodalities and other trans-paradigms, as well as zine studies, that suggest such an approach does, in fact, uphold learners' agency and build upon their assets to foster advanced rhetorical processes. In addition, findings also complicate prevailing beliefs in refugee literacies work around the visibility of refugees' literacies and histories in creative products alone, and the subtle expectations of refugees to always create something profound, political, or embodying push-back when given the chance. Instead, this study focuses on celebrating youths' agentive expressions and the way they identify their own (sometimes invisible) strengths. With these implications come key recommendations in pedagogy, policy, methodology, and future research to center refugee teens' voices on how they best learn and communicate, in order to change pedagogies and policies that have embodied, tangible impacts on refugees' lives, to be more just, equitable, and affirming.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Linguistics. $3 557829
650 4 $a English as a second language. $3 1148422
653 $a Community literacy
653 $a Refugee literacies
653 $a Refugees
653 $a Teens
653 $a Transmodal
653 $a Zines
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0290
710 2 $a Indiana University of Pennsylvania. $b English. $3 1148429
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30319182 $z click for full text (PQDT)