Education Commons^™

Urban School Counselor Preparation Through Service Learning: Development Of Multicultural And Social Justice Awareness (Tsccain), Amy Cook, Laura Hayden

Laura A Hayden

Given the increasing diversity in our nation’s schools and communities, preparing school counseling students to understand and address systemic inequities are instrumental in the development of counseling skills and techniques. This session will provide counselor educators with methods to implement a uniform service-learning approach to teaching school counseling field experience seminars, while incorporating ideas for developing students’ multicultural competency and social justice awareness.

Umass Boston And Dever School: Supporting At-Risk Youth Through Physical Activity, Laura Hayden, Amy Cook, Meghan Silva

Laura A Hayden

Given the consistently poor academic performances of Latino English Language Learners (ELL) students, coupled with the known academic and behavioral benefits of physical activity, we implemented a culturally sensitive physical activity-based intervention designed to develop responsibility through movement among ELL Latina 5th graders. Two UMass Boston professors and four graduate students partnered with faculty at the Dever School to deliver this strength-based intervention.

Confronting The Insider-Outsider Polemic In Conducting Research With Diasporic Communities: Towards A Community-Based Approach, Bruce Collet

Bruce A Collet

Researchers focusing on diasporic contexts face the difficult task of wearing their “academic hats” while at the same time building meaningful relationships with immigrant communities. This is no more apparent (and important) than with “non-community” (i.e. outsider) researchers. Here diasporic communities, having already experienced the trauma of forced migration, must see the academic researcher as one they can trust and who is invested in their long-term well being. In this paper I address methodological and philosophical concerns related to the insider-outsider researcher distinction and to conducting research as an “outsider.” The principle aims of the paper are to critically examine …

"These Rights Go Beyond Borders And Pieces Of Paper": Urban High School Teachers And Newcomer Immigrant Youth Engaging In Human Rights Education, Juliet Schiller

Juliet A Schiller

This qualitative study explored the ways that two ninth and tenth grade teachers and their newcomer immigrant students engaged in HRE using elements of critical pedagogy at an urban pubic high school. Research data included eight months of classroom observations and interviews with two teachers and nineteen of their students across four of their classrooms. In this study, the complexity of engaging in HRE with newcomer students was brought to light as two teachers enacted their vision of critical pedagogy, human rights content and learning goals, as well as English language instruction.

The findings in this study conveyed that engaging …

A Culture Of One. Every Healthcare Encounter Is A Cultural Encounter, Debbie Salas-Lopez

Debbie Salas-Lopez MD, MPH

No abstract provided.

Village Girls On Schooling In Their Own Words, What Do They Value And Gain? Empowerment-Capabilities & Achieved Freedom, Vilma Seeberg, Shujuan Luo

Vilma Seeberg

Abstract

This chapter explores the relationship between village girls’ schooling and enhanced capabilities and achievements in western China during the economic explosion in the first decade of the 21^st century. We seek to understand what village girls wanted and gained, what opportunities for change they sought to obtain from schooling, why they and their families sacrificed much to attend low quality schooling. Capturing these dynamics may allow us to identify the lever that generates change and frame policy that enhances and increases relevant opportunities to eliminate extreme poverty

Seeberg’s empowerment-capability framework (Seeberg and Lou 2012) applies Sen’s capability approach …

Village Girls’ Schooling Matters: Attainment, Empowerment Capabilities & Achievement, Vilma Seeberg, Shujuan Luo

Vilma Seeberg

This paper explores the relationship between village girls’ schooling, their intrinsic capabilities and achieved re-gendered identities in western China during the tumultuous first decade of the 21st century. Using an empowerment-capability framework developed by Seeberg (Seeberg and Lou 2012 forthcoming) which focuses Sen’s capability approach on rural girls schooling, we seek to explain what village girls themselves said they got out of schooling. In interviews 23 girls and young women from one village described how they valued certain functionings of well-being, agency and achievement, and how these were associated with attainment levels in schooling. We found that with rising attainment …

La Valoración Del Habla Bilingüe En Los Estados Unidos: Fundamentos Sociolingüísticos Y Pedagógicos En 'Hablando Bien Se Entiende La Gente', Andrew Lynch, Kim Potowski

Andrew Lynch

Para muchas personas e instituciones, la Academia de la Lengua Española se considera una máxima autoridad en materia de lengua española y ejerce una fuerte influencia en la percepción y apreciación lingüísticas a través del mundo hispánico. La Academia Norteamericana de la Lengua Española (ANLE), la más nueva de las 22 academias que conforman la Asociación de Academias de la Lengua Española, puede jugar un papel fundamental en la normalización del español en los Estados Unidos en años venideros, especialmente en los terrenos político e institucional. En este artículo examinamos desde un punto de vista crítico el libro Hablando bien …

Distance Tutoring: Online Writing Center For L2 University Students, J. Elliott Casal, Joseph Lee

Joseph J. Lee

No abstract provided.

Perspectivas Sobre La Enseñanza Del Español A Los Hablantes De Herencia, Kim Potowski, Andrew Lynch

Andrew Lynch

This article considers sociolinguistic and pedagogical underpinnings of teaching Spanish to bilinguals in the US, focusing on some of the challenges they present at various educational levels: (1) their sociolinguistic and cultural heterogeneity; (2) some of the linguistic phenomena present in their communicative repertoires and some of the linguistic, affective and academic aspects that influence their acquisition and use of Spanish; and (3) pedagogical approaches that are most appropriate for this population. [in Spanish]