Tuesday, September 30, 2008

The "S" in Society for SCROLLS

Published: February 4, 2008

WASHINGTON — It has an editorial staff of one and annual advertising revenues of less than $2,000. It charges its subscribers nothing and pays most contributors the same. Mapping the settlement of Latino poultry workers is its idea of a sexy piece.

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Susan Etheridge for The New York Times

Kirin Kalia, editor of the Migration Information Source and “total migration geek.”

But for a growing number of followers, it has become an important read.

Every moment has its magazine, and for the age of migration it is the Migration Information Source, a weekly (more or less) online journal followed worldwide by scholars, policy makers and the occasional migrant in distress. “My soul’s dying every moment,” an Iranian asylum seeker wrote last year in an e-mail message from Greece. “Give me an answer.”

Many readers discover the Source simply by googling the word “immigrant” and finding a link to migrationinformation.org among the millions of citations.

At the site’s helm is an American-born editor, Kirin Kalia, 32, who describes herself as “half Dutch, half Indian, 100 percent American and total migration geek.” Ms. Kalia thrives on hybridity — devouring Indian-American novels and Dutch-Moroccan films — and finds no migration topic too obscure. To know the fate of Latvian mushroom pickers in Ireland is, for her, to glimpse the world in a grain of sand.

“To move to a different country for whatever reason takes so much courage,” she said, interrupting an interview to play a song by a British-Indian rapper, Panjabi MC, stored on her hard drive. “The fact that so many people do it is just endlessly fascinating to me.”

With conflicts rising over immigration to the United States, interest in the Source has surged. Readership has doubled in the past three years, Ms. Kalia said, to about 140,000 unique visits each month. To stroll through the archives is to see the American debate freshly, as part of a global phenomenon.

If the Source has a unifying theme, it is that migration is a defining force nearly everywhere. There are about 200 million migrants in the world — probably a record, demographers say, in both relative and absolute terms — and more than 80 percent live outside the United States.

The Source has focused on Tajik construction workers in Russia, farmhands from Burkina Faso who pick Ghanaian crops and the Peruvians who take jobs left behind by Ecuadorean workers who have migrated to Spain.

Other themes of the coverage include the speed with which migration has grown (Spain’s immigrant population has risen nearly sixfold in 10 years) and the conflict it brings, within both nations and living rooms. Political parties rise and fall. Economic interests win and lose. Family relations change.

“None of this is easy,” Ms. Kalia said.

Nor is the process of tracking it, with migration studies a nascent field and data on many countries scarce. But the magazine has won praise from a roster of A-list scholars who read it, write for it and assign it to their students.

“It’s the best online source of information on migration that I have seen worldwide,” said RubĂ©n G. Rumbaut, a sociologist at the University of California at Irvine and a leading authority on the children of immigrants to the United States.

The magazine is published by a Washington research group, the Migration Policy Institute, that was started six years ago (with assistance from the Carnegie Corporation of New York, the Ford Foundation and the J. M. Kaplan Fund) to help fill the knowledge gap.

Does migration drive down domestic wages? Do guest worker programs always bring permanent settlement? Does “brain drain” hurt developing countries, or have critics overlooked indirect benefits, like the money the migrants send home?

“Heck! I don’t believe we have a consensus on a single thing in migration,” said Demetrios G. Papademetriou, the Migration Policy Institute’s president. “You have to build a knowledge base if you’re going to make progress.”

With a staff of 20, the institute reflects the mobility it studies. In addition to Mr. Papademetriou, a Greek immigrant, it includes a Moldovan demographer (Jeanne Batalova), a British analyst (Will Somerville), a Filipino-American with dual citizenship in Iceland (Dovelyn R. Agunias), and a refugee expert (Kathleen Newland, a co-director) who is American-born and married to a British journalist.

Some critics see a loose-borders tilt to the work. “They do some useful research,” said Mark Krikorian of the Center for Immigration Studies, a group that seeks lower immigration to the United States. “But their orientation is towards higher immigration and looser borders worldwide.”

But admirers said the work merely reflected the reality that migration is ubiquitous. “This is not something just going on inside the United States,” Mr. Rumbaut said.

One recent article charts the emergence of Tajikistan as a leading exporter of labor, with one in five Tajik adults leaving to work abroad each year. Another shows that at least 60 million migrants have left one poor country to live in another.

Yet another compares the incentives that draw Mexicans to the United States with those that lure Africans onto rickety boats bounds for Spain. American wages are about four times those in Mexico, a Norwegian scholar, Jorgen Carling, noted, while the wage differential between Spain and Senegal is “a staggering 15 to one.”

Even nonmigrants can be deeply affected by migration, at both ends of the stream. Studying a village in the Dominican Republic, Peggy Levitt of Wellesley College found that women prefer to marry men who have worked abroad “because they want husbands who will share in the housework and take care of the children the way men who have been to the United States do.”

Conflict is also a running theme, across cultures and time. The Dutch are so worried about assimilation they require migrants to pass a language test before they come. Aristede R. Zolberg of the New School, notes that Thomas Jefferson and Benjamin Franklin “considered the German language to be the bearer of a culture incompatible with republican democracy.”

Professor Zolberg resists the term “age of migration” (coined by the scholars Stephen Castles and Mark J. Miller) because people have been migrating since the beginning of time. Still, he sees migration growth as likely to continue, in an era of cheap travel and easy communication via cellphones and Web cams. And as incomes rise in the developing world, more people have the means to move.

“What’s new is it’s much easier now,” he said.

Financially, the Source may be a victim of its own success. Its initial supporters largely consider the site a core mission of the institute, to be financed from the broader institute’s $3.5 million budget. That leaves Ms. Kalia rattling the online cup for reader donations.

As for the difficulties that migration can bring, Ms. Kalia encountered them early when her uncle, who is Dutch and a Catholic priest, flew to California to baptize her baby brother. Her Hindu grandmother lived with the family, and locked herself in her bedroom, beside a Lord Krishna poster, until the uncle promised to desist.

Ms. Kalia has yet to write about the episode, but she does see a lesson. “It shows you just how difficult negotiating cultural differences can be,” she said.

Thursday, September 18, 2008

Does Judge Penny on Family Court T.V. understand multiple literacies?

Okay, so I'm eating my cereal and milk and turned the television on ...

And the saucy Judge Penny on that show Family Court is dealing with a case where one cousin borrowed 170 dollars from another cousin and now they are fighting...

But before I flipped the channel... I just watched for a few minutes (the way Judge Penny was talking - her "discourse" was pretty cool) ...

And before I know it, she was talking about the language of texting, the power of language, and then also brought in the whole idea about how the medium of "fighting over money" over texting leads to more anger than when you talk in person ... Anyhow, the whole thing was DRAMA, but what amazed me was that between Judge Penny's own use of language and law (not following the Whiteness protocol) and then also her way of situating digital literacies and their relationship to society, I was like... Damn, so these folks are at least BEING REAL ...and this felt more real than other discourses that negate multiple literacies...

Or maybe I'm just distracted and and starting to seeeeeeee thiiiisssss stuufffff everywhere :)

Wednesday, September 17, 2008

The First 5 Classes: Setting a Foundation For Continued Conversation

My students took their first "quiz" today through which we "wrapped" up our foundational discussion which, for me, set the stage and tone for the remainder of our course. I was pretty out right critical of most methods courses and my own critical experiences in a elementary education program when I was an undergraduate from day one. I also told them while I would be giving/sharing and having them consider various practical considerations in the classroom, our class would not be assuming a methods Dominance.

At least it seems my role is best served in making them a better consumer and knowing what to "put" in their language shopping cart etc. with the context they will work within, rather than telling them some recipe - that will very quickly disappear into thin air...

Okay, I digress.

Our first five classes covered the following:

Defining terms like phonology, morphology, lexicon, and asking "Who cares?" and then going to the ERC to ask the question "What dominant aspect(s) of language is this curriculum emphasizing?"

Context, context, context - the range of demands on academic writing vs. academic speaking vs. just speaking and writing for different purposes - bringing in language as modality and a few sentence intro on semiotics. Doing this whole context thing through experiential approach (students actually went through a series of exercises to experience how language shifts, their own register shifts, etc.)

Putting privilege out there - analyzing one's own privilege and assumptions about teaching language and literacy and bringing in themes of language as power, language as capital.

Putting language as identity out there and having a discussion of language production, judgment of 'self' through languages and language connection to the production of selves in society.

Discussing the various internal and external processes associated with reading, writing, oral language (and how these are often silent production and often expressive productions)... i.e. cognitive demands are thus quite varied and different. In this piece got AWESOME critique from Mike after class about his background in music and how he really felt like I missed the mark in not talking about listening as a an active process in all this ... (I know class is going well when a student takes time out to critique the learning after class!)...

Language teaching and social justice - the dicey but incredibly important aspect of teaching students to constantly realize the tensions of language as power/capital and language as identity/modality etc.

The various areas of research and their influence on language (educ. psychologists, sociologists, linguists) and what they bring to the table.

Redefining the notion of "grammar"


Honestly, because of my mind being rather focused on other things (comps, etc.) I thought class was not going as well... but three markers from today were solid signs:

1. Email from student appreciating the fact that this was NOT a memorization kind of class and enjoying the flow (but also a friendly reminder to me to go over the first paper soon!)

2. Mike's critique after class - ended up being a 10 minute conversation which lead me to look into adding a whole piece on listening and oral language - Mike was genuinely "critical," and although he was was almost apologetic (i.e. I know you said all that stuff and you get to...) our conversation ended with him taking the "chalk" from me and telling me what was getting to him. His background in music is awesome stuff to tap into - I would have never known! So, we will be adding a whole piece on the active processes of listening and language.

3. Another student's after class conversation today asking for advice - Should I apply for this teaching health gig? She talked about how she was making super cool connections between language discourse and pedagogy and her work with Non-Dominant youth ... whether she would be able to give them what they needed through language but with a focus on health. WOW! She was bringing the class into her own life/interests as a budding teacher! We talked and brainstromed ideas for her interview this Friday!

So, nope, don't know their 23 names (except that I have three Jennys and two Kaitlins) :) ... and will probably need to be continued and reminded to give something or change something...
But it's going solid ... and I'm only at 60% capacity right now... So totally look forward to the class gaining momentum...

Oh, almost forget: Added practical advice to each class as well. So far we have covered:

1. Pencils, pencils, managing pencils in your classroom
2. When you cannot show to class- the language teacher's bucket of stuff to have in your room.
3. The "shy" language student and what to say/do to encourage production of language
4. Color coding and using shapes - Great tricks!

Saturday, September 13, 2008

Finding A Focused Angle

Reviewing for comprehensive exams has actually been kind of fun so far (I'm a nerd like that). You kind of get to this point where you've taken all these classes and tried to digest a lot of material, but you keep coming back to something that centers you, or something that seems to be your filter, interest, reason to keep going. Is that what they meant by "research interests?"

I have to admit, the broad field of discourse studies and youth studies and cultural studies are this triangular three dimensional position that seem to keep popping up. I keep saying to myself, "what is being said, who is saying it, and how is it being said..."

"who cares? i.e. how does this impact a solid pedagogical or relational experience working with and for youth... or how does this reify or reanct youth ...

"what's the bigger picture - how do the larger cultural constructions of what counts as literacy, knowledge, etc. make the connection to the discourse and youth studies I am interested in?"

Having said this, I'm at the point where I'm not content with the angle (I never was) of bilingual education but rather I'm much more attune with the angle of multiple literacies. It seems as though this angle brings into the construction of literacy that includes globalization and transnational perspectives etc.

So, now, I'm kind of excited about filtering my comprehensive exams through the multiple literacies frame of reference!

Wednesday, September 10, 2008

The Purpose of This Blog

Purpose: In the spirit of a "scroll," share, record, learn, and take notes about ...



Socio
Cultural
Research
On
Language
Literacy
Society


I engage in this blog from the given identity of "ALICE," an identity that allows me to flesh out privilege and context.

Privilege:

1. My own privilege includes a class narrative as a second generation Indian immigrant that is unlike newly arrived immigrants. This narrative is one that falls between the borderland of a family that assumed Whiteness to gain access/power while also holding closely to their conception of Indian roots. The end result, however, has been many opportunities, specific moments where class and ethnic status trumped racial and even gender identity markers.

2. My privilege also includes various other narratives that have given me capital, access, and power in education and in society including citizenship, funding for education, accepted minority status, etc.

3. My privilege also includes a new kind of membership in the "academy."


Context:

1. At the most superficial yet significant raced, gendered, and classed levels: I grew up in schools and neighborhoods with mostly White, middle-class "Americans," entered a teacher education program in the South where every one of my peers were white women, and now continue to teach about language/literacy at the pre-service and in-service level with mostly white women. These markers are not to be ignored nor am I to become arrogant by my own minority status in these contexts. Instead, I state this upfront to make a point: I am in the context of "Alice in Wonderland," and I have also assumed the raced, classed, and gendered subjectivities of "Alice" in order to survive and be successful in existing social structures.

2. Yet, I am in a context where I choose to spend the majority of time working with Non-Dominant populations, conducting research, teaching, etc. and find myself at most ease, comfort, and at "home," within the contexts of work, play, research - i.e. these are "my people..." On some level the tension exists in figuring out things is seeing how I can give them the "Alice" power they need through language (buzz word of today Academic Language) ...

hence ALICE stands for Academic Language in the Context of Education.

In stating my assumptions, I am constantly trying to reflect on a very apparent and assuming colonizing consciousness - So, basically, I have to constantly be critical in NOT becoming...

A. I do not become a "Alice in Wonderland" educator who simply glosses over and implements pedagogical practices that have been deemed "good and sound progressive education" for a privileged population.

B. I do not deny that I am also Alice no matter how much I choose to not be Alice - Meaning I choose to navigate my exisiting privileges of language, literacy to do explicit teaching of the "code," while I continue on gaining the authority of this code in my own academic development

C. I do not live in Wonderland. Language, education, and this work is power laden, messy, political, full of difficult questions. This stated epistemological stance allows me to take strength that Alice is whom I accept as a performative identity to serve its purpose in giving "power in the pocket" of the youth I work with... not a teacher/ teacher educator that can very quickly rationalize decisions of practice based on the comforts of that wonderland world.

D. I do not negate SOCIETY and "E" education that counts - i.e. globalization, transnational perspectives, and the digital age are not only here but flourishing - this is a huge part of getting out of wonderland status in educational studies and language studies. Language studies and conversations that negate the socio - cultural piece, the agency piece, the power piece, etc. are simply ... no longer an option - and this in fact is the acceptance that my own politics and assumptions are based on my own understanding. Although this understand is very limited right now, the discourses are out there - and once they are out there, they are out there ...