Abstract
This article focuses on the ways an urban migrant education program becomes a space where middle school Khmer students can explore who they are as Khmer youth living in an urban American context. I discuss how the youth are able to take a transformative, interactional stance to the literacy and sign-making practices within the program. I argue that the Khmer youth's identities are reflected within these literacy and expressive practices. Further, I suggest the experiences of these Khmer middle school children of agricultural workers provide rich examples of how immigrant youth draw on a variety of cultural resources (from urban American culture and from their own Khmer cultural heritage) in constructing layered identities.
Recommended Citation
McGinnis, Theresa Ann
(2007)
""Khmer Pride": Being and Becoming Khmer-American in an Urban Migrant Education Program,"
Journal of Southeast Asian American Education and Advancement: Vol. 2
:
Iss.
1,
Article 2.
DOI: 10.7771/2153-8999.1084
Available at:
https://docs.lib.purdue.edu/jsaaea/vol2/iss1/2
Included in
Asian American Studies Commons, Critical and Cultural Studies Commons, Education Commons
