Education Commons^™

Islamophobia In U.S. Education, Shabana Mir, Loukia K. Sarroub

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Anti-Muslim sentiment has grown in scale and visibility far beyond its association with the horrific attacks of 2001. The US government’s “War on Terror,” which began after the attacks, often pervades the domestic landscape as a war on Islamic religious “extremism.” The definitions and content of such religious extremism are so extensive that they encompass large numbers of Muslims, and they highlight Muslims as being inherently problematic. For example, the success of the 2016 presidential campaign can be said to have relied significantly on a right-wing Islamophobic fear-mongering that shariah was set to take over the US. As we grappled …

European Spaces And The Roma: Denaturalizing The Naturalized In Online Reader Comments, Theresa Catalano, Grace E. Fielder

Department of Teaching, Learning, and Teacher Education: Faculty Publications

With the entry of several Eastern European nations into the European Union (EU), a “third” space has developed in the discourse for nations perceived as not fully integrated “inside” the EU system. This article investigates the construction of this “third space” in the resultant “moral panic” about undesired immigration from other EU countries and its potential drain on the social services of the United Kingdom and links it to Euroskeptic discourse in British media. The article uses construal operations from cognitive linguistics combined with critical discourse studies as a way of denaturalizing the discourse in online comments that focus on …

Education In The New Latino Diaspora, Edmund T. Hamann, Linda Harklau

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In 2002 Hamann, Wortham, and Murillo noted that many U.S. states were hosting significant and often rapidly growing Latino populations for the first time and that these changes had multiple implications for formal schooling as well as out-of-school learning processes. They speculated about whether Latinos were encountering the same, often disappointing, educational fates in communities where their presence was unprecedented as in areas with a longstanding Latino presence. Only tentative conclusions could be provided at that time since the dynamics referenced were frequently novel and in flux.

In this chapter we revisit their inquiry in light of six subsequent years …