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Articles 1 - 5 of 5
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Voices From The Margins: ‘Black’ Caribbean And Mexican Heritage Women Educators In The Rural South, Lorraine Gilpin, Scott Beck
Voices From The Margins: ‘Black’ Caribbean And Mexican Heritage Women Educators In The Rural South, Lorraine Gilpin, Scott Beck
Journal of Praxis in Multicultural Education
This paper explores the ways in which immigrant and migrant women educators in the rural South understand and construct narratives of their lives. The ‘Black’ Caribbean and Mexican heritage women educators in this study experience and interpret events in their lives, as women, minorities, postcolonial ‘subjects,’ and outsiders in the rural South, a region traditionally dominated by white patriarchal norms and prejudices. We assert that from this position of multiple marginality they construct important insights into the nature of education in the rural South. As so-called “Third-World women” living in the “First World” of the United States, the interpretations that …
Cubanas Refugiadas: A Critical Examination Of The Social Contexts And Formal English Language Learning Opportunities Of Four Newly-Arrived Immigrant Women, John S. Butcher, Jane S. Townsend
Cubanas Refugiadas: A Critical Examination Of The Social Contexts And Formal English Language Learning Opportunities Of Four Newly-Arrived Immigrant Women, John S. Butcher, Jane S. Townsend
Journal of Praxis in Multicultural Education
No abstract provided.
A Multicultural Learning Community Seminar As A Site Of Praxis, Carl A. Grant, Vonzell Agosto
A Multicultural Learning Community Seminar As A Site Of Praxis, Carl A. Grant, Vonzell Agosto
Journal of Praxis in Multicultural Education
The Multicultural Learning Community (MLC) Seminar at the University of Wisconsin-Madison operates under the direction of the authors as faculty director and teaching assistant. The seminar offers the students and faculty the opportunity to act on Freire’s and Leistyna’s conceptions of praxis. A culturally relevant approach to assessment is employed to discuss the progress of the students and the seminar as a site of praxis. Praxis is the relationship between theoretical understanding and critique of society (that is, its historical, ideological, sociopolitical, and economic influences and structures) and action that seeks to transform individuals and their environment (Leistyna, 1999, p. …
Putting ‘Culture’ Back In Multicultural Education: A Call For A Critical And Interdisciplinary Approach To Teacher Education, Pepi Leistyna
Putting ‘Culture’ Back In Multicultural Education: A Call For A Critical And Interdisciplinary Approach To Teacher Education, Pepi Leistyna
Journal of Praxis in Multicultural Education
No abstract provided.
Science Education On The U.S./Mexico Border: Field-Based Studies For Future Teachers In Bilingual/Binational Schools, William H. Robertson, Judith H. Munter, Claudia Garcia
Science Education On The U.S./Mexico Border: Field-Based Studies For Future Teachers In Bilingual/Binational Schools, William H. Robertson, Judith H. Munter, Claudia Garcia
Journal of Praxis in Multicultural Education
The University of Texas at El Paso’s field-based program of studies for future teachers provides opportunities for powerful learning through a dialectical union of reflection and action. Methods courses in academic disciplines are linked with seminars and coursework on community partnerships, dual language education and culturally responsive education. This article illustrates the processes of planning, implementation and evaluation of this approach, highlighting the impacts of forging connections among schools, communities and university personnel to improve education on the U.S./Mexico border and in communities with culturally/linguistically diverse student populations. Parents, students and future teachers interact in bilingual workshops that center on …