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Full-Text Articles in Arts and Humanities
Talking Back, With Reawakened Voices: Analyzing The Potential For Indigenous California Languages Coursework At California Polytechnic State University, Logan Cooper
Ethnic Studies
The legacy of colonialism in the United States, including genocidal practices and cultural assimilation, has left Indigenous languages endangered. Native peoples, scholars, and activists have been working to revive and heal the languages of America’s first peoples, and the cultures those languages speak to, yet more work remains in the field of language revitalization. California Polytechnic State University, San Luis Obispo currently does not offer any course specifically teaching or discussing Indigenous languages, even those of the Chumash people who know the San Luis Obispo area as their ancestral homelands.
By synthesizing revitalization and Indigenous activist literature with the narratives …
Baker, Walter Arnold, 1937-2010 (Mss 539), Manuscripts & Folklife Archives
Baker, Walter Arnold, 1937-2010 (Mss 539), Manuscripts & Folklife Archives
MSS Finding Aids
Finding aid only for Manuscripts Collection 539. This small collection contains material related to legislative matters of interest to Kentucky legislator and jurist Walter A. Baker, Glasgow, Kentucky. Also includes files about several trips abroad and family material.
Critical Pedagogy And Social Inclusion Policy In Australian Higher Education: Identifying The Disjunctions, Jeannette Stirling, Colleen Mcgloin
Critical Pedagogy And Social Inclusion Policy In Australian Higher Education: Identifying The Disjunctions, Jeannette Stirling, Colleen Mcgloin
Faculty of Law, Humanities and the Arts - Papers (Archive)
Within neoliberalism, policy implementation assimilates issues of social justice, such as diversity, by incorporating them into frameworks that pay “lip service” to important issues affecting both students and educators. This paper critically engages with higher education policies in Australia dealing with social justice, diversity, and social inclusion. Our discussion draws largely from Freirian pedagogy as well as a selective range of critical theorists to consider what we see as a radical disconnection between policy and practice in our teaching. We argue that this disjunction can adversely affect students and educators and that attention to policy’s limitations is necessary in efforts …