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引用次数: 0
摘要
1.我是谁?2.我属于哪里?3.我被召唤做什么?这三个问题代表了身份/归属/机构(IBA)转型发展框架所产生的叙事转变。IBA 框架源自作者对小说阅读的批判性反思,以及在 12 个以上社区对话中探讨全球非洲人/黑人日常经历的对话。它回应了自我追问:全球非洲人/黑人如何在社会边缘化的背景下经历发展转型?从概念上讲,全球非洲人/黑人的主要发展任务在于通过与边缘化的主流叙事区分来主张身份,通过在社会和社区中定位自我来实现归属,以及通过关注自我超越来发挥能动性。建议将 IBA 框架作为理解全球非洲人/黑人,或许还有其他社会建构的种族化群体如何选择从边缘化走向个人以及通过他们的能动性实现社会变革的核心。
Identity, Belonging and Agency: A Transformative Development Framework for Global Africans/Black Peoples
1. Who am I?2. Where do I belong?3. What am I called to?These three questions represent the narrative shifts that are the outcomes of the Identity/Belonging/Agency (IBA) transformative development framework. The IBA framework emerged from the author’s critical reflections on fiction reading and dialogues in 12+ community conversations to explore everyday global African/Black experiences. It responds to the self-inquiry: How do global Africans/Black peoples experience developmental transformation in the context of social marginality? It conceptualizes that the key developmental tasks of global Africans/Black peoples lies in claiming identity through differentiation from dominant narratives of marginality, belonging through locating self-in-society and community, and agency through a focus on self-in-transcendence. The IBA framework is proposed as core to understanding how global Africans/Black peoples, and perhaps other socially constructed racialized groups, can choose to move from marginality to personal as well as social transformation through their agency.
期刊介绍:
The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.