Choo, Liyun Wendy (2019). Relationality and Radical Democracy: The Possibilities of Postcolonial Citizenship in Myanmar. International Education Journal: Comparative Perspectives, v18 n2 p68-80. Western liberal conceptions of democratic citizenship require the state to be "neutral" by separating the political from the social. However, this is often at odds with the realities of socio-political organization in many former colonized countries. In this paper, I draw on empirical data from photo-elicitation interviews with eight Buddhist youth in Yangon to illustrate the socio-political realities of everyday citizenship and citizenship education in Myanmar. Findings show that, for Buddhist participants, their political identity as Myanmar citizens and their religious identity as Buddhists are deeply enmeshed. Rather than force-fit postcolonial states into the Western democratic model, I propose that the notions of relationality and radical democracy offer a means of indigenizing democracy and draws on Myanmar's Buddhist democracy to illustrate the political potential of relationalism…. [PDF]

Lowan-Trudeau, Gregory (2019). From Reticence to Resistance: Understanding Educators' Engagement with Indigenous Environmental Issues in Canada. Environmental Education Research, v25 n1 p62-74. Educators who introduce critical socio-ecological issues into learning contexts often experience formidable internal and external challenges. This is especially true when intersecting Indigenous and environmental issues are involved. Compounding such difficulties in Canada is an inadequate level of pre-service, curricular, resource, and research support in this area. As such, while an increasing number of bold educators are incorporating discussion of Indigenous environmental issues, activism, and related history, law, and policy into their teaching practice, many others are interested, but remain understandably reticent. This study explored the experiences of educators in a variety of contexts across Canada with attempting to incorporate critical consideration of Indigenous environmental issues into their teaching practice. Findings include discussion of challenges encountered, successful strategies employed, the societal significance of these considerations, and future research… [Direct]

Archer-Lean, Clare; Phillips, Sandra R. (2019). Decolonising the Reading of Aboriginal and Torres Strait Islander Writing: Reflection as Transformative Practice. Higher Education Research and Development, v38 n1 p24-37. First Nations writing within English literary studies risks contemporary colonisation if encountered as a literary object for close reading without context or reflection on the role of the reader. This article will explore the processes involved in constructing an innovative reading practice amongst tertiary students to counter the potential for intentional or unintentional colonial readings. Dr. Sandra Phillips, First Nations academic and researcher, initiated and applied the reading practice (which overtly incorporates student/reader standpoint and then reflection on the impact of that standpoint among other considerations) from her PhD scholarship then applied it to her curriculum design of 'Reading Aboriginal and Torres Strait Islander Writing', which forms the basis of this research. Dr. Clare Archer-Lean continued the coordination and teaching of the curriculum at the University of the Sunshine Coast in Queensland after Sandra moved tertiary institutions. The two academics… [Direct]

Everardo Cuevas; J. Estrella Torrez; Laura Gonzales; Santos Ramos; Victor Del Hierro (2019). "Comunidad de Cuentistas": Making Space for Indigenous and Latinx Storytellers. English Journal, v108 n3 p44-50. Storytelling can help youth, families, and communities make sense of their experiences, allowing them to process the past and plan their futures (Bruner; Flores; Jones). The authors argue that the practice of storytelling in biographical learning can be especially powerful when working with youth of color and Indigenous youth–children whose biographies are often misrepresented or unrepresented in the stories they see in the classroom. By establishing spaces that foster storytelling, youth can be encouraged to engage in biography-driven learning in supportive ways that also build trust and relationships among teachers, students, and local communities (Alvarez; Delgado). In this article, drawing work with "Nuestros Cuentos," a community-driven storytelling program, the authors present storytelling as a method for reflection, resistance, and community-building with Latinx and Indigenous youth…. [Direct]

Poetsch, Susan (2020). Unrecognised Language Teaching: Teaching Australian Curriculum Content in Remote Aboriginal Community Schools. TESOL in Context, v29 n1 p37-58 Nov. The case study in this article offers a descriptive account of challenges involved in teaching Australian Curriculum content in the common teaching context in remote communities where an Indigenous language is spoken as the everyday form of communication and students learn English in what is essentially a foreign language setting. An on-the-ground description of the work of a Primary school teaching team serves to illustrate the language teaching aspect of delivering Australian Curriculum content in areas such as History, Geography and Science. This aspect of the teaching team's work is underestimated in the curriculum itself and in the guidance provided to teachers, yet is essential for student learning in this context. While the team draws on students' L1 and early L2 English proficiency abilities to teach curriculum content, this work is not expedited from outside their classroom. An analysis of current curriculum offerings and the teaching team's approaches finds that they… [PDF]

Guenther, John; Gutierrez, Amanda; Lowe, Kevin (2021). Indigenous Student Literacy Outcomes in Australia: A Systematic Review of Literacy Programmes. Asia-Pacific Journal of Teacher Education, v49 n1 p37-60. Improving Indigenous students' literacy is a major priority area for the Australian Government, receiving significant funding to address below benchmark English literacy standardised test results. Despite this, recent benchmark tests suggest Indigenous students continue to achieve well below the national average. This systematic review discusses peer-reviewed and evidence-based publications that report on significant literacy programmes to investigate which aspects of literacy are their focus, which are identified as successful, conditions needed for success, barriers to success and measures of success. While most programs reported significant literacy improvements, all identified barriers to success and/or sustainability as outlined in this paper. This review also utilises the four resources literacy model and multiliteracies theories to map literacy gaps. When considering decades of literacy research, there were significant gaps in the represented literacy skills, with the dominant… [Direct]

Wall, Stephen (2015). Producing a Tribal Citizenry Literate in Law and Jurisprudence. Tribal College Journal of American Indian Higher Education, v27 n2 Nov. The relationship between American Indians and the U.S. federal government and state governments is complicated. It is a relationship that controls almost all aspects of tribal life and has resulted in American Indians being the most legislated people in the United States. For many years tribal people relied on non-Native attorneys to help navigate their communities through the maze of laws, court decisions, and administrative rules. As the most legislated people in America, tribal citizens can benefit immensely from a legal education offered from a critical and culturally specific perspective. Tribal colleges are ideally suited for the task. Beginning in the late 1960s, an experimental program at the University of New Mexico School of Law trained Indian lawyers to serve as tribal attorneys, judges, prosecutors, and in other law-related positions. Since that time there have been thousands of Natives who have attained their law degree and have now assumed the responsibility of leading… [Direct]

Bergland, Daneen; Shobe, Hunter; Trinidad, Alma M. Ouanesisouk (2018). Case Studies in Critical Reflection Praxis in University Studies: The Stance and Dance. Journal of General Education, v67 n3-4 p209-225. This article articulates the experience of three professors from different disciplines, teaching at three levels of University Studies, Portland State University's general education program, for whom the toggling between personal/professional critical practices and use of reflective practices in the classroom has led to transformative learning experiences for them and their students. It describes the specific reflective tools and methods they used for teaching and professional development, and considers the challenges to sustaining critical reflection and how those challenges might be addressed. The authors argue that critical reflection (CR) is an important practice for teachers and students of general education. In particular, CR engages the habits of mind and capacities, such as critical thinking, central to the goals of general education, as well as engaging the practical skills needed to procure jobs and succeed as professionals. As a professional practice for teachers, it… [Direct]

Gleeson, Margaret (2022). Is Supporting the Needs of Emergent Bilingual Learners in Mainstream Classes a Cultural or Linguistic Issue? How Do Policy, Curricula, and Secondary Teacher Education Programmes in Australia and New Zealand Compare?. International Journal of Bilingual Education and Bilingualism, v25 n8 p2962-2975. Aotearoa New Zealand and Australia are similar in many ways. Both were colonised by English-speaking British settlers, and English is a national language in each country. In recent years, both countries have become destinations for immigrants speaking languages other than English and international fee-paying students. Both have a chequered history of maintaining the languages of the tangata whenua (people of the land) or aboriginal people. However, their histories and educational systems diverge on educational programmes and practices supporting citizens and newcomers from non-English heritage cultural and linguistic backgrounds. The linguistic and cultural histories of these two countries have shaped educational policies and practices that, in turn, have impacted how teachers are prepared to teach in linguistically and culturally heterogeneous classrooms. This paper reviews approaches found to support emergent bilingual learners, and those that research suggests are culturally… [Direct]

Marques da Silva, Sofia (2021). Building Trust, Resilient Regions, and Educational Narratives: Municipalities Dealing with COVID-19 in Border Regions of Portugal. European Educational Research Journal, v20 n5 p636-666 Sep. This article recounts how municipalities from border regions in mainland Portugal interacted with the population in the face of the new social order brought about by COVID-19. Our aim is to interpret new educational spaces, beyond schools, emerging from community-level strategies to build trust during the pandemic lockdown and state of emergency. The material consists of 1503 posts from 38 Facebook pages of municipalities that were analysed and organised into dimensions: health and COVID-19; offline to online adaptation strategies; cross-border impact information; economic encouragement; care and social support; community engagement and participation. The article focuses on this last dimension given its pre-eminence. Key findings manifested five educational narratives associated with community engagement and participation: past and memory; place; voicing and wisdom; recognition and solidarity; and participation and learning. We consider those narratives as community resilience… [Direct]

Wilson, Asif (2021). Exclusion and Extraction: Situating Spirit Murdering in Community Colleges. Educational Foundations, v34 n1 p47-67. Black, Indigenous, and other students of color (BIPOC) are selecting to attend community colleges more than any other post-secondary school setting. However as the author argues, community colleges have, since their inception, served as exclusionary spaces for labor extraction that murders the spirits of BIPOC students. This article explores spirit murdering at a mid-sized urban community college in Chicago. The author presents historical and contemporary narratives of community colleges as sites of extraction and exclusion. The article ends with a call for community college policymakers and practitioners to engage in a more liberatory hidden curriculum, creating and maintaining more co-conspiring relationships and a more community-driven ecosystem of teaching and learning…. [PDF]

Bacquet, Jennifer Ngan (2021). Researching Identity in Language Teachers — Current Challenges and Implications. International Journal of Education and Literacy Studies, v9 n4 p174-181. Language teacher identity has been at the forefront of pedagogical research in recent years; this has become particularly important due to the demographic changes seen throughout the world since 2015; since then, there have been significant changes in the cultural landscape of schools in general and language teaching in particular, which presents unique challenges for teachers in their process of identity construction. This study aims to explore the transformative nature of language teacher identity in two settings: teaching in online classrooms in one's home country, and teaching in online classroom abroad. The research will explore how cultural identity shapes an educators' relationship with students, how one's own cultural identity influences methodological and pedagogical choices, how these can improve literacy in the young adult classroom, as well touching upon the relevance of cultural identity is in a developing teacher. The findings revealed a general consensus on the need to… [PDF]

Chao, Jenyi; Jiang, Tzyy-Wen; Lin, Chia-Min; Liu, Chuan-Hsi; Yeh, Yi-Hsin (2019). Integration of ARCS Motivational Model and IT to Enhance Students Learning in the Context of Atayal Culture. EURASIA Journal of Mathematics, Science and Technology Education, v15 n11 Article em1771. This study involved using teaching strategies from the ARCS Motivational Model to develop new interdisciplinary curricular modules and ability assessments that combine Atayal culture with information technology. The purpose was to explore whether, through pedagogy based on the ARCS motivational model, indigenous middle-school students had a significant improvement in teamwork, creative thinking, and communication abilities, and whether or not students' interest in information technology and culture was inspired. Research subjects were 17 first-year students in an Atayal Comprehensive Junior-Senior High School in Nan'ao, Yilan County. The research period was 2016-2017, and data was collected from teaching demonstrations, thoughts written down by students, and tests. Research tools include the qualitative written thoughts of the students and a quantitative assessment of the key abilities of teamwork, creative thinking, and communication abilities. There were a total of 33 items. To… [PDF]

Davis-Warra, John; Mills, Kathy A.; Sunderland, Naomi (2014). Yarning Circles in the Literacy Classroom. Reading Teacher, v67 n4 p285-289 Dec 2013-Jan. This article explains how the speaking and listening practice of yarning circles can be used in the literacy classroom. The article opens with an account of a live enactment of yarning circles with elementary students in a mainstream classroom in Australia. It explains the purpose and origin of yarning circles in Indigenous communities, and provides steps for establishing and implementing the practice in classrooms…. [Direct]

Lamarre, Patricia; Laperriere, Anne; McGlynn, Claire; Montgomery, Alison (2009). Journeys of Interaction: Shared Schooling in Quebec and Northern Ireland. Diaspora, Indigenous, and Minority Education, v3 n4 p209-225. This article compares experiences of shared schooling in societies with 2 distinctive traits: first, a history of intercommunity conflict and isolation; and second, a segregated school system. Drawing on Parekh's (2006) reconceptualisation of multiculturalism, this article analyses issues arising from experiences of intercommunity contact in shared schools in Quebec and Northern Ireland–in one case, bringing Anglophones and Francophones together and, in the other, Protestants and Catholics. Research data from both contexts is drawn upon to reflect on how this experience is lived. The metaphor of a journey is used to capture what it represents for those involved. A need to clarify, recognize, and exploit the potential of shared schooling for the transformation of divided societies is identified. (Contains 3 footnotes.)… [Direct]

Kozminsky, Ely; Leikin, Mark; Schwartz, Mila (2009). Toward a Better Understanding of First Language Vocabulary Knowledge: The Case of Second-Generation Russian-Jewish Immigrants in Israel. Diaspora, Indigenous, and Minority Education, v3 n4 p226-244. The objective of this study was to evaluate the first language (L1) vocabulary knowledge in a large-scale sample (n = 70) of second-generation Russian-Jewish immigrants in Israel. The interest in this research population follows from the unique demographic, sociocultural, linguistic, and psychological distinctiveness of RJ immigration in Israel. The study focused on the question of whether the L1 vocabulary knowledge of second-generation children is restrictive compared with their second language (L2) vocabulary and, if so, in what way. A within-subjects design was used to compare the participants' performance on lexical knowledge tests in Russian (L1) and Hebrew (L2). The comparison of expressive lexical knowledge in L1 and L2 of Russian-Hebrew speaking children on an array of measures clearly shows L2 dominance. The researchers conclude, therefore, that second-generation children who receive their educational instruction in a non-additive L2 context do not perform better in L1 than… [Direct]

Milligan, Jeffrey Ayala (2009). Prophetic Pragmatism? Post-Conflict Educational Development in Aceh and Mindanao. Diaspora, Indigenous, and Minority Education, v3 n4 p245-259. This essay critically examines the relevance of Cornel West's (1989) conception of "prophetic pragmatism" as a theoretical framework for educational development in post-conflict settings torn by religious, socioeconomic, and cultural tensions. It examines the concept through the conflict and post-conflict experiences of the Indonesian province of Aceh and the Muslim provinces of the southern Philippines. These 2 regions struggle with educational development after emerging from decades of secessionist conflict with democratic or democratizing central governments. It suggests that prophetic pragmatism usefully accounts for the relevant dimensions of these 2 historical cases and concludes with a brief sketch of how the concept could inform relevant strategies for educational redevelopment in these 2 post-conflict settings…. [Direct]

Mosselson, Jacqueline (2009). From the Margins to the Center: A Critical Examination of the Identity Constructions of Bosnian Adolescent Refugees in New York City. Diaspora, Indigenous, and Minority Education, v3 n4 p260-275. This article explores the role of culture and social networks as relations of difference in refugee experiences by challenging the assumptions in mainstream psychology that objectify the experiences of refugees and act as gatekeepers to their subjectivity. The deterministic bent of existing psychological theories legitimates an essentialist paradigm by failing to critically examine the various ways refugees themselves experience and negotiate cultural processes. A critical lens illuminates the discursive functioning of mainstream psychology by questioning power relations and placing a premium on individual agency. Through an exploration of the identities of adolescent refugees schooled in the United States, this article discusses refugees' conditions of consciousness in terms of how they participate in an increasingly heterogeneous world and balance their own ethnoscapes. (Contains 3 tables and 3 footnotes.)… [Direct]

Usman, Lantana M. (2009). Adolescent Street Boy Urchins and Vocational Training in Northern Nigeria. Diaspora, Indigenous, and Minority Education, v3 n3 p175-190. In northern Nigeria, over 80% of the unskilled and uneducated adolescent street boys, or "Almajiris", are from the ethnic Hausa-Fulani tribes. They depend on street begging and menial jobs for daily survival. In dealing with the situation, state vocational centers were established as the Millennium Hope Project (MHP) to provide the boys with trades and skills for self-reliance and socioeconomic transformations. This article presents findings from an educational policy evaluation research study of the MHP implementation and outcomes. The research was based on an ethnographic approach using multimodal data derived from interviews and observations and data analysis-involved transcription, categorization, and coding. Major themes include the cultural identities and statuses of the boys, curriculum implementation and management of the project, socioeconomic transformation of learning outcome, and the challenges and positive impacts of the MHP on the boys. The themes are… [Direct]

Fang, Gao (2009). Challenges of Discourses on "Model Minority" and "South Korean Wind" for Ethnic Koreans' Schooling in Northeast China. Diaspora, Indigenous, and Minority Education, v3 n2 p119-130. The educational success of ethnic Koreans in China has been achieved through Mandarin-Korean bilingual education, with the Korean language as the medium of instruction. Using the data collected as part of an ethnographic research on Korean elementary school students in a national Korean school in China, this article examines the relation between society-level discourses and school-level politics under the political, economic, historical, and social contexts in China's reform period. Research results demonstrate how the multiple discourses of "model minority" and "South Korean wind" have come to influence and shape the competing school-level politics: diversity versus modernization. This article argues that the multiple discourses in intersection with each other have influenced ethnic schooling for Koreans in China, and have led to disadvantages Korean schooling faces to achieve ethnic cultural sustainability and upward social mobility at a time of transition and… [Direct]

Hager, Tamar; Saba, Tuffaha (2009). Changing against the Grain: Academy for Peace in a Reality of Conflict. Diaspora, Indigenous, and Minority Education, v3 n3 p191-201. This article recounts an attempt by administration and faculty to create a multinational and multicultural vision for Tel Hai Academic College in the Galilee in Israel. This uncommon initiative in the Israeli academia intends to transform the campus into a unique academic institution allowing equality and visibility for all cultural and national minorities and, above all, for the Arab minority. The article focuses on 1 instance of this complex and difficult process by outlining the distinct perspectives of 2 participants, an Arab and a Jew, the authors of this article, who were among the initiators of the endeavor. Their accounts, which uncover the obstacles, disappointments, and multifaceted insights experienced by each of them, demonstrate the unpredictable complexities evoked by such a radical scheme under conditions of a national conflict. The article also draws some inferences and suggestions for similar institutional processes. (Contains 10 footnotes.)… [Direct]

Daniels, Doria (2009). Community History as a Male-Constructed Space: Challenging Gendered Memories among South African Muslim Women. Diaspora, Indigenous, and Minority Education, v3 n2 p81-95. The post-Apartheid community history is a male-constructed space, narrated into present-day consciousness by male community leaders and history writers. The patriarchal worldview disparages women's contributions and activisms. This article reports on how Muslim women from a small fishing village in South Africa in the early 1900s strategized to cope with challenging socioeconomic circumstances. Based on the oral narratives of 10 women, aged between 80 and 100 years, a history emerges of community women as homemakers but not women of leisure. The class that they were born into required that they were active participants in the economy. Their narratives describe a community in which Muslim women had access to basic education and succeeded in becoming financially empowered, despite socioeconomic constraints. These findings challenge the global frameworks that depict Muslim women as submissive figures whose participation in the public sphere is marginal. (Contains 1 table, 1 figure and 6… [Direct]

Doerr, Neriko Musha (2009). Global Structures of Common Difference and Minority Empowerment: Transforming Subjectivities and Creating Alliances in an Aotearoa/New Zealand School. Diaspora, Indigenous, and Minority Education, v3 n3 p159-174. This article discusses an effect of the emerging "global structures of common difference" on minority group empowerment. Researchers suggest that structures of difference often limit the ways of being. This article introduces more productive effects and shows the possibility of proactively expanding alliances by the use of global structures of common difference. Based on fieldwork done in 1997 through 1998 at a school in Aotearoa/New Zealand, where Indigenous Mori and recent Asian immigrants, both minorities, live in tension, this article illustrates the emergence of a Mori-Asian alliance against mainstream New Zealanders' insensitivity to minority languages through evocations of global structures of common difference. (Contains 5 footnotes.)… [Direct]

Aylward, M. Lynn (2009). Journey to "Inuuqatigiit": Curriculum Development for Nunavut Education. Diaspora, Indigenous, and Minority Education, v3 n3 p137-158. This article explores the experiences of 8 Inuit curriculum authors in the Nunavut Territory of Canada during the creation of "Inuuqatigiit: The Curriculum From the Inuit Perspective". The "Inuuqatigiit" authors' story is examined in terms of the group coming together, their work with elders, the educational community's response to the "Inuuqatigiit" curriculum, as well as the author's intentions for its future use. The "Inuuqatigiit" authors' journey demonstrates a commitment to curriculum development and instructional practice that is firmly rooted in Inuit language and culture. Details of the authors' contributions to Indigenous, community-based schooling efforts are provided, as well as discussions of the wider discursive connections contained within the "Inuuqatigiit" authors' story. (Contains 1 table and 8 footnotes.)… [Direct]

Rwantabagu, Hermenegilde (2009). Problems and Prospects in the Education of a Marginal Minority: The Case of the Batwa Community in Burundi. Diaspora, Indigenous, and Minority Education, v3 n2 p110-118. This article sets out to analyze the educational problems facing the Batwa community of Burundi. After explaining the marginal nature of that community in the Burundian context, the article highlights the Batwa's exclusion from school education, from the colonial era to the present. The article attempts to show that, despite governmental adopted policy and some tangible progress made so far in the schooling of Batwa children, major constraints of a normative, economic, and structural nature do impede real change. The article concludes by making the case that if the Batwa community are to enjoy their full right to education and social participation, concerted action must be undertaken by the state, the churches, and nongovernmental organizations to enhance their general well-being. (Contains 1 table.)… [Direct]

Castaneda, Carmelita; Kambutu, John; Rios, Francisco (2009). Stories Deep Within: Narratives of U.S. Teachers of Color from Diasporic Settings. Diaspora, Indigenous, and Minority Education, v3 n2 p96-109. In this qualitative investigation, racial and ethnic minority teachers (N = 6) used personal stories to elucidate their experiences with social injustices that have impacted their teaching in rural schools. These counter-stories serve to disrupt orthodox conceptions of teachers of color, to resituate their work in their cultural positions, and to demonstrate the ways in which their experiences with oppression and resistance affect their teaching in rural settings. (Contains 1 table and 5 footnotes.)… [Direct]

Tan, Charlene (2009). The Reform Agenda for Madrasah Education in Singapore. Diaspora, Indigenous, and Minority Education, v3 n2 p67-80. As governments in many countries review their education systems to optimise their human capital in an age of globalisation, religious schools such as madrasahs (Islamic or Muslim schools) have also come under state scrutiny. This article examines the Singapore government's reform agenda for madrasah education in the country. It argues that the Singapore government advocates a reformist Muslim view of madrasah education that emphasises the learning of academic subjects such as English, mathematics, and science, and raising the academic standards of the madrasahs so as to increase the economic prospects of madrasah graduates. To carry out its reform agenda, the government presented the "problem" faced by madrasah students within an economic survival rhetoric. It then made tactical changes to "solve" the problem by relying on the Compulsory Education Act, providing generous state support to raise the academic standards of the madrasahs and revamping the madrasah… [Direct]

Stokes, Helga (2009). Communication at the Crossroads of Ecology, Development, and Education: The Tutorial Learning System of Columbia. Diaspora, Indigenous, and Minority Education, v3 n1 p52-62 Jan. In his Nobel Peace Prize acceptance speech, Gore (2007) spoke about collective action to bring about major changes in the usage, protection, and management of the environment. Collective action requires communication among all, including traditionally marginalized populations such as Indigenous people, women, youths, and children. The wisdom of all is needed. Diverse viewpoints and knowledge need to mingle. However, mere coming together can result either in beneficial action or contentious debate. It is the nature of such communication and the values that guide it that are central to the outcome. This article explores the values that guide participatory communication and the contribution of local knowledge in the service of ecological sustainability and development. To do so, it describes an innovative educational program in Columbia, called the Tutorial Learning System, dedicated to developing the prerequisite capabilities. (Contains 5 footnotes.)… [Direct]

Fletcher, Todd V.; Santamaria, Cristina C.; Santamaria, Lorri J. (2009). Journeys in Cultural Competency: Pre-Service U.S. Teachers in Mexico Study-Abroad Programs. Diaspora, Indigenous, and Minority Education, v3 n1 p32-51 Jan. This study investigated pre-service and credentialed teachers at 2 universities in the Southwestern United States (N = 24), who participated in education-abroad programs in Mexico over 1 summer. This study examined the literature within a framework for developing cultural competence to describe and understand students' experiences. Following a discussion of research methodology, emergent themes are reported and discussed within the frameworks presented. The study concludes with a discussion of changes in teacher preparation programs required or recommended to improve academic achievement among English language learners of Mexican descent in U.S. schools. (Contains 3 tables and 1 figure.)… [Direct]

Haibo, Yu (2009). Naxi Intellectuals and Ethnic Identity. Diaspora, Indigenous, and Minority Education, v3 n1 p21-31 Jan. This article examines the role of Naxi intellectuals in the ethnic identity resurgence of the Naxi since the 1980s in China. The article illustrates 3 aspects of Naxi intellectuals' approach to the identity construction of the Naxi: researching the Naxi, engaging in cultural activities and exhibitions, and teaching the Naxi culture to the younger generation. Appended are: (1) Naxi Researchers and Publications…. [Direct]