(2010). Taking a Diasporic Stance: Puerto Rican Mothers Educating Children in a Racially Integrated Neighborhood. Diaspora, Indigenous, and Minority Education, v4 n4 p268-284. This article presents the perspectives of second-generation Puerto Rican mothers as they discuss their experiences educating their children in a working class, lower-middle class, racially diverse neighborhood. The article examines the racialization processes that the women and their families face, despite experiencing geographic and socioeconomic mobility. The analysis demonstrates how diaspora stances are produced by the women as they foster Puerto Rican cultural practices and identities with their children and as they negotiate the schooling experiences of their children. (Contains 13 footnotes.)… [Direct]
(2010). Conceptualizing Environmental Refugees in Education: A Transformative Language-Learning Framework. Diaspora, Indigenous, and Minority Education, v4 n3 p192-207. Environmental refugees are increasing worldwide. Consequently, a theoretical framework is necessary for conceptualizing them in education. This article breaks new ground by providing such a framework in education, in general, and bilingual-bicultural education, in particular. The framework is grounded in O'Sullivan's (1999, 2002) transformative learning theory and Goulah's (e.g., 2006, 2007a, 2007b, 2008, 2009a, 2009b, in press) applications of it to language education, and it conceptualizes environmental refugees' sociocultural and sociopolitical experiences with a focus on maintaining their native languages and cultural practices and empowering them in their relocated areas. This article also presents the cultivation of \planetary spatial literacies\ as an example in praxis of the proposed transformative bilingual-bicultural approach based on the framework. This approach is offered not only as a means of maintaining environmental refugees' native languages and cultural practices,… [Direct]
(2010). Documentation and Revitalization of the Zhuang Language and Culture of Southwestern China through Linguistic Fieldwork. Diaspora, Indigenous, and Minority Education, v4 n3 p179-191. This article outlines innovative strategies, methods, and techniques for the documentation and revitalization of "Zhuang" language and culture through linguistic fieldwork. Zhuang, a Tai-Kadai language spoken mainly in the rural areas of the Guangxi Zhuang Autonomous Region of southwestern China, is the largest minority language in China, with about 20 million speakers. Although Zhuang is not in danger of dying out in the foreseeable future, it is indeed an endangered language, given that language shift is occurring in which more and more Zhuang children, especially those born in the cities, are picking up "Putonghua," rather than Zhuang, as their most proficient language. Efforts, such as reported in this article, must be made to document and revitalize the language. (Contains 1 footnote.)… [Direct]
(2010). Family Language Policy: A Case Study of a Russian-Hebrew Bilingual Family–Toward a Theoretical Framework. Diaspora, Indigenous, and Minority Education, v4 n3 p162-178. This article presents an in-depth, small-scale qualitative study of a Hebrew-Russian bilingual family with 8 children, and compares the parents' perspective on the family language policy with their children's evaluation of it. Spolsky's (2004, 2009) model of language policy enables tracing the development of the parents' language "ideology" and "management," and unveils discrepancies between the parents' conscious efforts to transmit the heritage language and the actual language "practice" in the family. The study also refers to a structural contact-linguistic analysis (Myers-Scotton, 2002) of the child-parent bilingual discourse and its implications for family language policy. In the practical aspect, the results of the case study may be instructive to minority parents committed to maintenance of a heritage language in their families. (Contains 2 footnotes.)… [Direct]
(2010). Home Space: Youth Identification in the Greek Diaspora. Diaspora, Indigenous, and Minority Education, v4 n3 p147-161. This article draws on a larger study on schooling and diaspora using the case of the Greek community of Melbourne, Australia to examine processes of identification of young people with access to minority cultures. The Melbourne Greek community is long-standing, diverse, and well-established. Because of this, the young people involved in this study provide insights into cultural processes not related in any direct sense to migration. In most cases, it was their grandparents or great-grandparents who migrated. Many have 1 parent with no ancestral link to Greece. In this context, the motivations for and ways of expressing Greekness have the potential to illustrate identification as ambivalent. This article explores the centrality of "home" in these young people's representations of self. Following de Certeau, the argument is made that their everyday experience can be interpreted as an act of "anti-discipline." As "users" of the Greekness, they are… [Direct]
(2010). Access to Majority Language and Educational Outcomes: South Asian Background Students in Postcolonial Hong Kong. Diaspora, Indigenous, and Minority Education, v4 n1 p17-32. This study examines the extent to which South Asian students in Hong Kong are gaining fluency in Chinese and the impact of this on their educational outcomes in the postcolonial context of an official shift to a trilingual (Cantonese, English, and Putonghua) and biliterate (Chinese and English) society. It focuses on the teaching and learning of Chinese in secondary schools "designated" for minority background students. Data are drawn from student language proficiency testing and teacher interviews. The study found low proficiency in Chinese due, in part, to teaching methodologies based on approaches to learning Chinese as a first language. There was evidence of inadequate teacher preparation, inappropriate curriculum, structural issues, and a cycle of low student motivation and performance. The study concludes that educational outcomes for these students will not improve without a seismic shift in policy thinking and improvement of educational provision for minority… [Direct]
(2010). Boarding School for Uyghur Students: Speaking Uyghur as a Bonding Social Capital. Diaspora, Indigenous, and Minority Education, v4 n1 p4-16. One of the most controversial policies in minority education concerns the so-called inland ethnic minority schools or classes in Han-inhabited areas in China. From 2000 onward, the boarding Xinjiang Classes have been established in the eastern cities of China for high school students from the Xinjiang Uyghur Autonomous Region to educate young Uyghur and other ethnic minority students through the national curricula. Guided by the theoretical framework of social capital analysis, this article examines Uyghur students' experience of speaking ethnic language after classes in the Xinjiang Classes in response to the "Hanyu" (Chinese language) education in the school. The study finds that the Uyghur students are capable of creating "bonding social capital" by practicing ethnic norms and sanctions, which draws an ethnic boundary and demonstrates resistance to the school goal of ethnic integration. (Contains 3 tables.)… [Direct]
(2010). English as a Third Language in Rural China: Lessons from the Zaidang Kam-Mandarin Bilingual Education Project. Diaspora, Indigenous, and Minority Education, v4 n1 p33-46. This article explores the findings of a study that compared 2 groups of 5th-grade first-language Kam-Dong minority students as they learned English as a third language (L3) in the remote mountain village of Zaidang, in Rongjiang county, Guizhou Province, P.R. China. One group had previously been taught using Mandarin only (MO), whereas the other had received additive bilingual intervention in Kam-Dong and Mandarin. Pretests, posttests, t tests, and observational data suggest that students in the bilingual group performed better in English on written, oral, and listening measures than those who had MO instruction. These findings seem to indicate that participation in a well-designed bilingual education (BE) program can have a positive impact on learning a L3. The article gives an outline of the Kam-Mandarin BE project, with special emphasis on the English instruction facet. The teaching methodology and testing components used in the research are explained, and results and findings are… [Direct]
(2010). Language, Work, and Learning: Exploring the Urban Experience of Ethnic Migrant Workers in China. Diaspora, Indigenous, and Minority Education, v4 n1 p47-63. This study, involving a questionnaire and personal interviews with participants from more than 10 ethnic minority groups, explores the work and learning experiences of ethnic migrant workers in China's Beijing and Shenzhen. The study reveals that China's ethnic migrant workers face multifaceted barriers in their adaptation to urban life. They worked for long hours with low pay. They experienced homesickness and isolation as a result of migration and being away from families and friends. In addition, they encountered language and cultural difficulties. To secure better jobs, ethnic minority workers are pressured to learn "Putonghua" and English. As a result, many of them have experienced loss of their first language, ethnic culture, and identity. The findings of the study raise important questions about the impact of globalization on our society and the weakening role of the state in a market economy. China is everywhere these days. Powered by the world's most rapidly… [Direct]
(2024). Surviving and Thriving in School Psychology through Community Building and Storytelling: A Collaborative Autoethnography. School Psychology International, v45 n3 p280-318. As marginalized graduate students and faculty, we have stories to tell about our experiences within school psychology. Many of these stories center our oppression, trauma, and exclusion but some of them also center our joy and resistance. The purpose of this collaborative autoethnographic project was to create a counterspace in which we, BIWOC faculty and graduate students, could come together to engage in storytelling and build community amongst one another as a way to survive and thrive in academia. As a result of the counterspace, we are able to provide critical feedback and recommendations for school psychology programs to better support marginalized students and faculty. And we also offer critical hope and knowledge to marginalized graduate students and faculty who are currently in the field…. [Direct]
(1992). Biblionoticias. Numbers 35-67, 1986-1992. Biblionoticias, n35-67 1986-1992. "Biblionoticias" is a series of brief bibliographies, usually less than 5 pages each, on Latin American topics. The bibliographies describe materials in English, Spanish, and Portuguese held by the Benson Latin American Collection of the University of Texas at Austin. Selected topics are periodically updated. The titles of numbers 35-67 are: (1) "Mexican American Holidays and Festivities" (Gilda Baeza and Margo Gutierrez); (2) "Brazilian Novels in English Translation" (Jane Garner); (3) "Cultural Journals" (Sonia Merubia); (4) "Contemporary Mexican American Ideas and Issues: Periodical Sources" (Gilda Baeza and Margo Gutierrez); (5) "Latin American Cinema" (Laura Gutierrez-Witt); (6) "Latin America and External Debt" (Ann Hartness); (7) "Public Health in Latin America" (Donald Gibbs); (8) "Latin American, Caribbean, and Mexican American Current Affairs: Access to Sources of Information" (Jane… [PDF]
(1922). High-School Buildings and Grounds. Bulletin, 1922, No. 23. Bureau of Education, Department of the Interior The success of any high school depends largely upon the planning of its building. The wise planning of a high-school building requires familiarity with school needs and processes, knowledge of the best approved methods of safety, lighting, sanitation, and ventilation, and ability to solve the educational, structural, and architectural problems presented by the particular building. Moreover, to secure modern facilities without undue expense, the architect must be a master of methods of space economy; and to provide for future changes and enlargements he must understand methods of securing elasticity in the plan. The development of successful secondary school plants, whether for senior, junior, or four-year comprehensive high schools, must be governed first and foremost by adaptation to local needs and educational policies. School plants, like school curriculums, are indigenous and cannot be successfully transplanted. A successful school plant in one community may prove an educational… [PDF]
(2021). Service: A Deeply Meaningful Value Vital for Pacific Learners. set: Research Information for Teachers, n1 p12-19. Service is a fundamental value for the teaching of Pacific-heritage learners. This article describes educators' perspectives of the value of service, one of the values foundational to Tapasa. Findings from interviews, talanoa, and teaching observations show that service is demonstrated and nurtured differently by Pacific and non-Pacific educators, and therefore is experienced differently by Pacific-heritage learners, depending on who is teaching them. Ensuring service is strongly embedded in teaching involves demonstrating deep care for learners and holding high expectations while providing strong support…. [Direct]
(2021). Shifting from Offline to Online Collaborative Music-Making, Teaching and Learning: Perceptions of Ethno Artistic Mentors. Music Education Research, v23 n2 p151-166. Turino's ([2008]. "Music as Social Life: The Politics of Participation." Chicago: University of Chicago Press.) distinctions between live and recorded fields can act as an effective framework for furthering academic understandings of how music teaching and learning has been impacted by the shift to online musical practice due to COVID-19 pandemic restrictions. This study investigates the effect this has had on Ethno World, JM-International's programme for folk, world and traditional music. They support youth folk music gatherings in over 23 countries and responded to the restrictions by devising 'The Hope sessions', online tune learning workshops, and the 'Exchange sessions', online folk music collaborations. This research is a hybrid ethnographic investigation of these two programmes. Hybrid ethnography is situated in a digital and physical environment (Przbylski, [2021]. "Hybrid Ethnography: Online, Offline and In Between." SAGE Publications.). Data was gathered… [Direct]
(2021). COVID-19 and Online Learning Experiences of Solomon Islands Students at the University of the South Pacific. Waikato Journal of Education, v26 spec iss p89-102. This study aims to investigate the experiences of Solomon Islands students during the shift to online, remote teaching during the coronavirus (COVID-19) pandemic. It utilises the "tokstori" to collect data from 16 Solomon Islands students of the University of the South Pacific's (USP) Suva and Honiara campuses. It is framed and analysed data using Khan's eight dimensions of gauging successful e-learning experiences. Prior to COVID-19, many of the courses at the USP were offered in blended mode, which encompasses both online and face-to-face delivery. However, with a sudden move to fully online offerings, and the associated fears resulting from the unknowns of COVID-19, this was disruptive and traumatic for many students. However, analysis identified several key factors aiding student success including many Solomon Islands students being able to eventually cope with the disruption and displayed independence and resilience. It is also found that Solomon Island students got to… [PDF]