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Full-Text Articles in Education

‘I Don’T Really Get It’: An Ethnographic Investigation Of The National School Lunch Program Of Middle School Children In New Jersey, Emily G. Elenio Apr 2019

‘I Don’T Really Get It’: An Ethnographic Investigation Of The National School Lunch Program Of Middle School Children In New Jersey, Emily G. Elenio

Anthropology Senior Theses

In light of the obesity epidemic, the National School Lunch Program (NSLP) has been extensively analyzed and criticized. Thus far, literature examining the NSLP has focused on what foods are provided rather than what is actually eaten. Additionally, there is limited research on the socialization effects of school lunch and childhood foodways within a school setting. The socialization of children during household mealtimes has been extensively studied, but these studies have been limited to the family dinner table. The purpose of this ethnographic study is to determine how children are socialized during school lunch and to examine the extent to ...


Portraits Of Three Language Activists In Indigenous Language Reclamation, Nancy H. Hornberger Sep 2017

Portraits Of Three Language Activists In Indigenous Language Reclamation, Nancy H. Hornberger

GSE Publications

In an approach inspired by portraiture and ‘history in person,’ this paper portrays three women Indigenous language activists engaged in language reclamation, highlighting the mutually constitutive nature of language and the enduring struggles of Indigenous peoples that are crucibles for forging their identities. Neri Mamani breaks down longstanding language and identity compartmentalisations in Peru by assuming a personal language policy of using Quechua and engaging in Indigenous practices in public, urban, and literate spaces. Nobuhle Hlongwa teaches a university course on language planning through isiZulu medium and is a key figure in advocating for, negotiating, and implementing multilingual language policy ...


Diverging Paths: Three Essays On The Transitions Of Working-Class Young People In South Korea, Hyejeong Jo Jan 2017

Diverging Paths: Three Essays On The Transitions Of Working-Class Young People In South Korea, Hyejeong Jo

Publicly Accessible Penn Dissertations

Despite the egalitarian ideal of “college-for-all,” research shows that working-class young people remain disadvantaged in the transition to college and work. However, while some experience upward mobility, most go to work. Yet, scholars have paid scant attention to these variant pathways to adulthood within the working-class young individuals. Particularly, they have not fully recognized varying roles that teachers play in the transition of working-class students to college and work. Moreover, working-class young people’s understanding of the transition to adulthood has been discussed only insufficiently in the literature. Therefore, this dissertation, consist of three independent but complementary essays, investigates various ...


Language And The Gentrifying City: An Ethnographic Study Of A Two- Way Immersion Program In An Urban Public School, Sofia Chaparro Jan 2017

Language And The Gentrifying City: An Ethnographic Study Of A Two- Way Immersion Program In An Urban Public School, Sofia Chaparro

Publicly Accessible Penn Dissertations

Two-Way bilingual immersion programs, which bring together language majority and language minority children with the goals of bilingualism and biliteracy for all, are becoming increasingly popular in the United States. And while research shows high academic achievement for both language majority and language minority speakers, as measured by standardized testing (Thomas & Collier, 2002), several studies highlight the problematic tensions that arise around issues of equity, power, and the role and status of Spanish�(e.g. Cervantes-Soon, 2014; Fitts, 2006; Vald�s, 1997). I add to this literature by examining both the larger social processes that bring different groups of people together in the same urban space - such as gentrification and immigration - and how families and children differently experience the program. Through this ethnographic, discourse analytic study ...


“Until I Became A Professional, I Was Not, Consciously, Indigenous”: One Intercultural Bilingual Educator’S Trajectory In Indigenous Language Revitalization, Nancy H. Hornberger Sep 2014

“Until I Became A Professional, I Was Not, Consciously, Indigenous”: One Intercultural Bilingual Educator’S Trajectory In Indigenous Language Revitalization, Nancy H. Hornberger

GSE Publications

Drawing from long-term ethnographic research in the Andes, this paper examines one Quechua-speaking Indigenous bilingual educator’s trajectory as she traversed (and traverses) from rural highland communities of southern Peru through development as teacher, teacher educator, researcher, and advocate for Indigenous identity and language revitalization across urban, periurban, and rural spaces. Neri Mamani grew up in highland Peru and at the time I met her in 2005 was a bilingual intercultural education practitioner enrolled in master’s studies at the Program for Professional Development in Bilingual Intercultural Education for the Andean Region (PROEIB-Andes) at the University of San Simón in ...


On Not Taking Language Inequality For Granted: Hymesian Traces In Ethnographic Monitoring Of South Africa’S Multilingual Language Policy, Nancy H. Hornberger Sep 2014

On Not Taking Language Inequality For Granted: Hymesian Traces In Ethnographic Monitoring Of South Africa’S Multilingual Language Policy, Nancy H. Hornberger

GSE Publications

South African higher education is at a critical juncture in the implementation of South Africa’s multilingual language policy promoting institutional status for nine African languages, English, and Afrikaans. South African scholars, not content merely to comment from the sidelines on the policy, its promise, and challenges, have also engaged in implementation efforts. This article explores two such initiatives, both focusing on the use of African languages in higher education institutions where English is already established as the medium of instruction, and both undertaken with explicit goals of righting South Africa’s longstanding social injustices. I collaborated with colleagues at ...


Conflicting Ideologies Of Mexican Immigrant English Across Levels Of Schooling, Sarah Gallo, Holly Link, Elaine Allard, Stanton Wortham, Katherin Mortimer Apr 2014

Conflicting Ideologies Of Mexican Immigrant English Across Levels Of Schooling, Sarah Gallo, Holly Link, Elaine Allard, Stanton Wortham, Katherin Mortimer

GSE Publications

This article explores how language ideologies—beliefs about immigrant students’ language use—carry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate, and appropriate divergent ideologies about immigrant students’ language use during routine schooling practices, and we show how these ideologies convey different messages about belonging to the community and to the nation. Although the concept of language ideology often assumes stable macrolevel beliefs, our data indicate that ideologies can vary dramatically in one town. Elementary educators and students had a positive, “bilinguals-in-the-making” ideology about Spanish-speaking students, while secondary educators ...


Dell H. Hymes: His Scholarship And Legacy In Anthropology And Education, Nancy H. Hornberger Dec 2011

Dell H. Hymes: His Scholarship And Legacy In Anthropology And Education, Nancy H. Hornberger

GSE Publications

Dell Hathaway Hymes, linguistic anthropologist and educational visionary extraordinaire, passed away in November 2009, leaving behind a voluminous scholarship and inspirational legacy in the study of language and inequality, ethnography, sociolinguistics, Native American ethnopoetics, and education. This essay provides a brief account of Hymes's life and scholarly contributions, especially his early and enduring influence in the anthropology of education; and goes on to comment briefly on this AEQ set of essays honoring Hymes.


Bilingual Education Success, But Policy Failure, Nancy H. Hornberger Jun 1987

Bilingual Education Success, But Policy Failure, Nancy H. Hornberger

GSE Publications

In 1977, a bilingual education project began in rural areas of Puno, Peru, as a direct result of Peru's 1972 Education Reform. This paper presents results of an ethnographic and sociolinguistic study comparing Quechua language use and maintenance between: 1) a bilingual education school and community, and 2) a nonbilingual education school and community. Classroom observation indicated a significant change in teacher–pupil language use and an improvement in pupil participation in the bilingual education school. Community observation and interviews indicated that community members both valued and used their language. Yet the project has had difficulties expanding or even ...