Education Commons^™

Who’S Afraid Of Multilingual Education? Conversations With Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty, And Stephen Bahry About The Iranian Context And Beyond, Amir Kalan

Amir Kalan

More than 70 languages are spoken in contemporary Iran, yet all governmental correspondence and educational textbooks must be written in Farsi. To date, the Iranian mother tongue debate has remained far from the international scholarly exchanges of ideas about multilingual education. This book bridges that gap using interviews with four prominent academic experts in linguistic human rights, mother tongue education and bilingual and multilingual education. The author examines the arguments for rejecting multilingual education in Iran, and the four interviewees counter those arguments with evidence that mother tongue-based education has resulted in positive outcomes for the speakers of non-dominant language …

Teaching Anglo-American Academic Writing And Intercultural Rhetoric: A Grounded Theory Study Of Practice In Ontario Secondary Schools, Amir Kalan

Amir Kalan

This qualitative research project is a grounded theory study of the experiences of five EAL (English as an additional language) academic writing instructors with intercultural rhetoric. Following the academic conversation about contrastive/intercultural rhetoric, this investigation explores narratives of classroom practice in Ontario secondary schools in order to underline L2 writing activities that are sensitive to intercultural rhetoric. This paper includes explanations of the phenomenon of intercultural rhetoric as identified by the interviewed instructors and lists practical strategies employed by the participants. These strategies are organized in three categories: (1) strategies that use the potential of students’ first languages and mother …

Collections Decoded: Reflections And Strategies For Anti-Racist Collection Development (Conference Proceedings), Aisha Conner-Gaten, Tracy Drake, Kristyn Caragher

Aisha Conner-Gaten

(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Chris Strople

Seungho Moon

In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative researchers when they cannot fully describe subjectivities in research. What is deemed to be valid research is often indicative of a theoretical framework that aggressively seeks to invalidate other perspectives and ways of knowing. Thus, we create research spaces by employing counter-narratives …

The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon

Seungho Moon

This article is about teaching art-based inquiry and equity pedagogy. The author introduces an aesthetic-inspired afterschool curriculum in the urban context in the United States and theorizes the meaning of active citizenship and community. Conceptually framed by “community without community,” this article explicates the ways in which the ARtS children (Aesthetic, Reflexive thoughts, & Sharing) investigated the meanings of community through dance, poetry, and clay art. The author imagines and theorizes community that goes beyond emphasizing solidarity and a collective “we”-ness in the pursuit of social transformation. Rather, the author argues that “community without community” could be an important framework …

Toward A Cleaner Whiteness: New Racial Identities, David Ingram

David Ingram

The article re-examines racial and ethnic identity within the context of pedagogical attempts to instill a positive white identity in white students who are conscious of the history of white racism and white privilege. The paper draws heavily from whiteness studies and developmental cognitive science in arguing (against Henry Giroux and Stuart Hall) that a positive notion of white identity, however postmodern its construction, is an oxymoron, since whiteness designates less a cultural/ethnic ethos and meaningful way of life than a pathological structure of privilege and narrowminded cognitive habitus.

Roundtable – Teaching Human Rights: Challenges And Best Practices, Shayna Plaut, Kristi Kenyon, Joel Pruce, William Simmons

Joel Pruce

Over the past 20 years, courses addressing human rights have grown dramatically at both the undergraduate and graduate levels worldwide. Many of these courses are housed in specific disciplines, focus on specific issues, and require practical experience in the form of internships/practicums. Amid this growth there is a need to reflect on teaching human rights including the challenges, fears, and best practices. Recognizing that education takes place inside and outside a classroom, this roundtable brings together scholars teaching human rights in a variety of settings to examine the current state of university human rights education. This includes a discussion of …

Standing My Ground: Reflections Of A Queer Indian Immigrant Professor In The U.S. Classroom, Umeeta Sadarangani

Umeeta Sadarangani

No abstract provided.

Nonformal Bilingual Education, Lesley Bartlett, Monisha Bajaj

Monisha Bajaj

No abstract provided.

Welcome To Ilead: An Introduction To Intercultural Communication For Intensive English Program Students, Sharon Tjaden-Glass

Sharon Tjaden-Glass

Presentation introduces participants to the rationale, curriculum, and outcomes of the iLEAD intercultural communication program.

Eastern Dreams: Alternative Pathways For Chinese Students Pursuing Baccalaureate Degrees In The United States, Linda Serra Hagedorn, Jiayi Hu

Linda Serra Hagedorn

The number of international students pursuing postsecondary degrees in the United States has increased consistently over the past several years (Institute of International Education 2012, 2013). In fact, the most recent report— for academic year 2012–13—indicates that compared to the previous academic year, the number of international students at U.S. colleges and universities increased by 7.2 percent, to more than 800,000. Students from China lead this global trend, accounting for 28.7 percent of all international postsecondary students in the United States. Moreover, the number of Chinese students studying in the United States continues to increase, as demonstrated by the sharp …

Chinese Parents' Hopes For Their Only Children: A Transition Program Case Study, Jiayi Hu, Linda Serra Hagedorn

Linda Serra Hagedorn

The Challenge of Growth, A significant and increasing number of international students are seeking postsecondary education in the United States. According to the Open Doors report (Institute of International Education (IIE) 2011), over academic year 2010–11, the number of international students at colleges and universities has increased by five percent. There are now 32 percent more international students studying at US colleges and universities than there were just a decade ago, for a total of 764,495 in academic year 2011–12. Although the number of international students is growing in general, China represents a country with extreme growth. According to the …

Breath Of Fresh Air: Students Perceptions Of African American Faculty, Kathleen Neville, Tara L. Parker

Kathleen Neville

International Perspectives On Student Behavior: What We Can Learn, Charles J. Russo, Izak Oosthuizen, Charl C. Wolhuter

Charles J. Russo

The second volume of companion books on comparative student discipline identifies the best practices in dealing with student misconduct, on six continents, in a legally sound manner. It is essential for educators to examine national as well as international practices addressing student misconduct in schools because learner misbehavior often has a detrimental effect on the quality of teaching and learning in elementary and secondary schools. The countries covered are Brazil, China, Malaysia, Turkey and South Africa.

The Mena Youth Bulge: Let’S Help Them Save The World, Sandra Ratcliff Daffron

Sandra Daffron

They are called the “Youth Bulge,” the millions of young adults under 24 years old that make up an average of 50% of the population of the 25 countries and territories of the Middle East and North Africa (MENA). They live in massive poverty and inequality that Mandela calls “terrible scourges of our times.” [1] These MENA youth are literate, watch other youth of the world on their cell phones and want what other young people have, a job, a family of their own, a safe place to live and status. The chances of achieving the life they want seem …

Spiral Of Decline Or “Beacon Of Hope:” Stories Of School Choice In A Dual Language School, Timothy Pearson, Jennifer R. Wolgemuth, Soria Elizabeth Colomer

Jennifer Wolgemuth

Public schools in some areas of the U.S. are as segregated as they were prior to court-ordered busing, in part due to school choice policies that appear to exacerbate extant segregation. In particular, Latina/o students are increasingly isolated in schools characterized as being in cycles of decline. Our case study of one such school is based on a reanalysis of interview, focus group, and survey data from three research and evaluation projects. We constructed accounts of parents’ decisions to leave and remain at Martinez Elementary, a segregated dual language school experiencing increases in Latina/o and low socio-economic student enrollment and …

English Language Education In Honduras_ Opportunity Adventure O.Pdf, Kate E. Kedley

Kate Kedley

Language Teaching In The Brazilian Changing Scenario Of Language Education Policies, Miriam Jorge, Ricardo Augusto De Souza, Adriana Maria Tenuta

Míriam Jorge

No abstract provided.