Bilingual, Multilingual, and Multicultural Education Commons^™

Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith

Middle Grades Review

This practitioner essay will outline a project designed by a team of three critical educators at The Experiential School of Greensboro (TESG), a new grassroots charter school in Greensboro, North Carolina. In this essay, we will describe the social context of TESG, discuss how we built towards addressing complicated topics related to systemic racism, and outline the ways we addressed anti-Asian racism and xenophobia in a remote learning context during the COVID-19 pandemic.

Education, Hurricanes, And Bananas: Studying Abroad In Honduras, Daphne Fauber

Purdue Journal of Service-Learning and International Engagement

The College of Education Honduras Study Abroad program has been sending students to Honduras for a 17-day investigation of Honduran history, educational systems, and social justice in education since 2003. Honduras is a Central American country with a long history of exploitation, political conflict, and environmental disasters. The country began with a swift and brutal colonization by the Spanish, which left the indigenous people persecuted and massacred. In 1998, Honduras experienced a devastating hurricane that decimated many buildings and infrastructure. Large-scale farming operations run by foreign investors has resulted in political turmoil and a struggling working class. However, Honduras has …

Full-Service Community School Intervention: Case Study Of Somali Parent-School Engagement Within A Rural Midwestern School District, Anne Leland

Dissertations, Theses, and Projects

ABSTRACT

Current research has recognized considerable benefits of parent and family engagement with their children’s schools. However, research shows many systemic and individual barriers to effective parent and family engagement. Located in a rural Minnesota setting, Faribault Public Schools (FPS) has a large population of Somali refugee parents with limited English proficiency. Based on data from FPS, children from these families are falling behind in school. The FPS system has acknowledged the need to enhance engagement with these families to more effectively support their children’s success in school.

The purpose of this quasi-experimental, qualitative case study was to characterize Somali …