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Articles 1 - 12 of 12

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Ethnography Of Language Planning And Policy, Nancy H. Hornberger, Aldo A. Tapia, David H. Hanks, Frances K. Dueñas Mar 2018

Ethnography Of Language Planning And Policy, Nancy H. Hornberger, Aldo A. Tapia, David H. Hanks, Frances K. Dueñas

GSE Publications

A decade ago, Hornberger & Johnson proposed that the ethnography of language planning and policy (ELPP) offers a useful way to understand how people create, interpret, and at times resist language policy and planning (LPP). They envisioned ethnographic investigation of layered LPP ideological and implementational spaces, taking up Hornberger's plea five years earlier for language users, educators, and researchers to fill up and wedge open ideological and implementational spaces for multiple languages, literacies, identities, and practices to flourish and grow rather than dwindle and disappear. With roots going back to the 1980s and 1990s, ethnographic research in LPP had been ...


Joshua A. Fishman: A Scholar Of Unfathomable Influence, Nancy H. Hornberger Jan 2017

Joshua A. Fishman: A Scholar Of Unfathomable Influence, Nancy H. Hornberger

GSE Publications

In personal tribute to Joshua A. Fishman, I tell a few stories about this remarkable scholar as I got to know him – a glimpse of the person behind the great ideas that have so powerfully shaped our thinking. My many vivid memories of things Fishman said or wrote in my personal encounters with him – often pithy one-liners – are testimony to the power of his mind and voice, his spirit and soul. From my first year of Ph.D. study when I took his course Sociology of Bilingual Education at the 1980 Linguistic Society of America Summer Institute at the University ...


United For Wellbeing: Using Appreciative Inquiry To Increase Social Cohesion And Student Wellbeing In An Ethnically Diverse Rural School District, Tracy L. Litchfield Jan 2016

United For Wellbeing: Using Appreciative Inquiry To Increase Social Cohesion And Student Wellbeing In An Ethnically Diverse Rural School District, Tracy L. Litchfield

Master of Applied Positive Psychology (MAPP) Capstone Projects

Across the United States many rural communities rely on migrant populations for agricultural labor. Migrant families bring with them children who must be educated and made to feel part of a larger school community. Increasingly rural communities and the school districts that comprise them struggle to ensure that all students have equal opportunities for educational success and improved subjective wellbeing. Educators have expressed concern that communities themselves are dealing with increasingly divided populations wherein majority and minority populations do not appear to interact effectively or work collaboratively. This paper will look at the struggles of migrant families, the theory behind ...


Revisiting Orientations In Language Planning: Problem, Right, And Resource As An Analytical Heuristic, Francis M. Hult, Nancy H. Hornberger Jan 2016

Revisiting Orientations In Language Planning: Problem, Right, And Resource As An Analytical Heuristic, Francis M. Hult, Nancy H. Hornberger

GSE Publications

In 1984, Richard Ruiz set forth three orientations to language planning: language as problem, language as right, and language as resource. Since that time, the orientations have only become more powerful, rising to the level of paradigm in the field of language policy and planning (LPP). In this paper, we revisit Ruiz’s orientations. By drawing upon Ruiz’s own work as well as the work of other scholars who have been inspired by him, we unpack the ideas aligned with each orientation in order to reflect upon the application of the three orientations as a heuristic for LPP. In ...


Representing "Underrepresented Students," Including Immigrant Students, In An Urban Advanced Placement U.S. Government Class: A Teacher's Inquiry On Challenges And Opportunities In Students' Academic Discourse, Donna Lynn Sharer Jan 2015

Representing "Underrepresented Students," Including Immigrant Students, In An Urban Advanced Placement U.S. Government Class: A Teacher's Inquiry On Challenges And Opportunities In Students' Academic Discourse, Donna Lynn Sharer

Publicly Accessible Penn Dissertations

Since the passage of Public Law 107-110, the "No Child Left Behind Act (NCLB) (2002)," public schools have been encouraged to increase the number of students participating in Advanced Placement courses, particularly "underrepresented" or "low-income and other disadvantaged students." This policy was seen as a means of increasing academic rigor and college preparation (Section 1702, 2002) for a broader spectrum of students than those who traditionally had access to these courses. More recently, the U.S. Department of Education's focus on "achievement" and closing the "achievement gaps" has included civic learning (Duncan, 2012). Simultaneously, changing U.S. demographics have ...


Critical Pedagogy: Teaching For Social Justice In Inner-City Classrooms, Perpetual Baffour May 2014

Critical Pedagogy: Teaching For Social Justice In Inner-City Classrooms, Perpetual Baffour

Honors Theses (PPE)

This paper addresses the social, cultural, and political forces within urban education that relate to teaching students of color. While the education problem in urban communities is a blend of social, cultural, and political factors, transforming pedagogical practices can present viable solutions to the disparities facing inner-city schools. Rather than devalue students' racial and cultural experiences, teachers can activate students’ critical consciousness and integrate their cultural backgrounds into the content of their learning experiences. This builds student engagement and counters the phenomenon of student resistance and oppositional culture seen in urban settings. This paper fundamentally argues that urban public school ...


Negotiating Methodological Rich Points In The Ethnography Of Language Policy, Nancy H. Hornberger Jan 2013

Negotiating Methodological Rich Points In The Ethnography Of Language Policy, Nancy H. Hornberger

GSE Publications

Building on Agar’s (1996: 26) notion of rich points as those times in ethnographic research when something happens that the ethnographer doesn’t understand, methodological rich points are by extension those points where our assumptions about the way research works and the conceptual tools we have for doing research are inadequate to understand the worlds we are researching. When we pay attention to those points and adjust our research practices accordingly, they become key opportunities to advance our research and our under­ standings. Drawing for illustrative purposes on ethnographic research on bi­ lingual intercultural education policy and practice in ...


Writing About Race, Leadership, And African American History, Marybeth Gasman Feb 2012

Writing About Race, Leadership, And African American History, Marybeth Gasman

GSE Publications

No abstract provided.


The Failure Of Education Policy In Israel: Politics Vs. Bureaucracy, Alexandra F. Leavy Mar 2010

The Failure Of Education Policy In Israel: Politics Vs. Bureaucracy, Alexandra F. Leavy

CUREJ - College Undergraduate Research Electronic Journal

No abstract provided.


Postrace 101: Teaching And Unteaching Race In America's High Schools, John L. Jackson Jr Sep 2006

Postrace 101: Teaching And Unteaching Race In America's High Schools, John L. Jackson Jr

Departmental Papers (ASC)

There are some telltale signs that we might really be living in the kind of moment that academic provocateurs have labeled “postracial” (i.e., indifferent to historically self-evident expectations about race relations and race-based identifications): Duke lacrosse players, all of them White, who taunt a Black collegian-cum-stripper with carefully crafted quips better suited for a comedy club than a Klan rally (“Thank your grandpa for my cotton shirt”); a Black Ivy League professor testifying under oath that a baseball bat-wielding White vigilante who begins pummeling a Black man in Brooklyn by calling his victim a “nigger” does not necessarily harbor ...


Multilingual Language Policies And The Continua Of Biliteracy: An Ecological Approach, Nancy H. Hornberger Mar 2002

Multilingual Language Policies And The Continua Of Biliteracy: An Ecological Approach, Nancy H. Hornberger

GSE Publications

The one language-one nation ideology of language policy and national identity is no longer the only available one worldwide (if it ever was). Multilingual language policies which recognize ethnic and linguistic pluralism as resources for nation-building are increasingly in evidence. These policies, many of which envision implementation through bilingual intercultural education, open up new worlds of possibility for oppressed indigenous and immigrant languages and their speakers, transforming former homogenizing and assimilationist policy discourses into discourses about diversity and emancipation. This paper uses the metaphor of ecology of language to explore the ideologies underlying multilingual language policies, and the continua of ...


Traditional Islamic Education In Morocco: Sociohistorical And Psychological Perspectives, Daniel A. Wagner, Abdelhamid Lotfi Jun 1980

Traditional Islamic Education In Morocco: Sociohistorical And Psychological Perspectives, Daniel A. Wagner, Abdelhamid Lotfi

Journal Articles (Literacy.org)

As in many parts of the Muslim world, traditional Islamic schooling1 in Morocco predates a crucial historical role in the training of the nation's youth and continues to reach a higher percentage of school-age children than has the modern school system. Although such traditional Quranic schooling may have touched the lives of most Moroccans, its impact — relative to the modern school system — is not yet fully understood. Probably the most difficult aspect of analyzing the impact of Quranic schools, and there are a number of levels of analysis upon which such education may be observed and discussed. Any ...