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Popular education and new understandings of Nepali (trans)nationalism

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Abstract:

This paper focuses on a popular education initiative led by Nepali immigrant groups in the San Francisco Bay Area and geared towards the empowerment of Nepali youth. Based on curriculum created in Colombia and Zambia, the program aims to nurture critical perception, enhance the power of expression and empower youth to engage in meaningful social action. In two Bay Area communities, the youth gather in homes every weekend for classes facilitated by "animators" in the community. Parents involved with this initiative claim that their children are developing a secure transnational identity, where they are negotiating their connections to home and host country, learning to actively resist pressures to conform to dominant culture ideals and developing their own ideas of what it means to be Nepali in the United States. Through this values-based currciculum, youth are encouraged to think of ways to put their learning into action. Their efforts, which are detailed in the paper, reflect the development of a transnational identity where concepts of nation and nationalism are being redefined. This year-long ethnographic study documents this unique popular education movement in the Nepali communities in two Bay Area cities and focuses specifically on: a) the development of transnational identities within an immigrant group still largely defined by national identity and the tensions therein, b) the adoption of a "third-country" curriculum and its adaptation by a community to address its concerns, and c) possibilities and constraints for such movements in empowering and engaging immigrant youth in what is arguably the most testing years of their lives in terms of expectations and pressures from parents for adherence to home country norms and those of the host country for adoption of dominant norms.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494301_index.html
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MLA Citation:

Koirala-Azad, Shabnam. "Popular education and new understandings of Nepali (trans)nationalism" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494301_index.html>

APA Citation:

Koirala-Azad, S. , 2011-04-30 "Popular education and new understandings of Nepali (trans)nationalism" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494301_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper focuses on a popular education initiative led by Nepali immigrant groups in the San Francisco Bay Area and geared towards the empowerment of Nepali youth. Based on curriculum created in Colombia and Zambia, the program aims to nurture critical perception, enhance the power of expression and empower youth to engage in meaningful social action. In two Bay Area communities, the youth gather in homes every weekend for classes facilitated by "animators" in the community. Parents involved with this initiative claim that their children are developing a secure transnational identity, where they are negotiating their connections to home and host country, learning to actively resist pressures to conform to dominant culture ideals and developing their own ideas of what it means to be Nepali in the United States. Through this values-based currciculum, youth are encouraged to think of ways to put their learning into action. Their efforts, which are detailed in the paper, reflect the development of a transnational identity where concepts of nation and nationalism are being redefined. This year-long ethnographic study documents this unique popular education movement in the Nepali communities in two Bay Area cities and focuses specifically on: a) the development of transnational identities within an immigrant group still largely defined by national identity and the tensions therein, b) the adoption of a "third-country" curriculum and its adaptation by a community to address its concerns, and c) possibilities and constraints for such movements in empowering and engaging immigrant youth in what is arguably the most testing years of their lives in terms of expectations and pressures from parents for adherence to home country norms and those of the host country for adoption of dominant norms.


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