dc.creatorWindle, Joel Austin
dc.date2013-12-31
dc.date.accessioned2023-09-28T23:30:31Z
dc.date.available2023-09-28T23:30:31Z
dc.identifierhttps://periodicos.ufs.br/interdisciplinar/article/view/1794
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9091200
dc.descriptionThis paper analyses the pedagogical agendas of immigration museums, which have emerged in recent decades as key educational sites for transcultural education. Through discussion of the Lower East Side Tenement Museum (New York), and the Melbourne Immigration Museum (Australia), I identify two pedagogical narratives which seek to produce intercultural empathy through engagement with individual experiences: personalisation and universalisation. I further consider the ways in which critical educators can make use of the online and onsite resources provided by the museums, and possibilities for adaptation and extension of a critical approach to historical accounts of transcultural contact and conflict.pt-BR
dc.formatapplication/pdf
dc.languagepor
dc.publisherCarlos Magno Santospt-BR
dc.relationhttps://periodicos.ufs.br/interdisciplinar/article/view/1794/1580
dc.sourceInterdisciplinar - Revista de Estudos em Língua e Literatura; v. 19: nº 01 - Ano VIII - jul-dez de 2013 | Volume temático: Transculturalidade, Linguagem e Educaçãopt-BR
dc.sourceInterdisciplinar - Journal of Studies in Language and Literature; Vol. 19: nº 01 - Ano VIII - jul-dez de 2013 | Volume temático: Transculturalidade, Linguagem e Educaçãoen-US
dc.sourceInterdisciplinar - Revista de Estudios en Lengua y Literatura; Vol. 19: nº 01 - Ano VIII - jul-dez de 2013 | Volume temático: Transculturalidade, Linguagem e Educaçãoes-ES
dc.source1980-8879
dc.titleTRANSNATIONAL ZONES OF CONTACT AND CRITICAL LITERACY: EDUCATIONAL USES OF THE IMMIGRATION MUSEUMpt-BR
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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