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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Moisés Sáenz: Vigencia De Su Legado (English Translation), Edmund T. Hamann
Moisés Sáenz: Vigencia De Su Legado (English Translation), Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This book mainly offers the biography of Moisés Sáenz (1888-1941), founding architect of Mexico's system of public schooling and former student of John Dewey, describing in particular his roles in creating rural schools, initiating bilingual education (for Mexico's indigenous populations), and experimenting with linkages between schooling and community development. The volume also includes the author's reflection on the relevance of learning about Profr. Sáenz for his own intellectual trajectory (which includes studying the movement of students between Mexico and the US) and reflections by Mexican educators Humberto Leal Martinez and Juan Sánchez García.
Series Editors' Foreword: The Construction, Negotiation, And Representation Of Immigrant Student Identities In South African Schools (Vandeyar & Vandeyar)., Edmund T. Hamann, Rodney Hopson
Series Editors' Foreword: The Construction, Negotiation, And Representation Of Immigrant Student Identities In South African Schools (Vandeyar & Vandeyar)., Edmund T. Hamann, Rodney Hopson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
As much as there are reasons for optimism as one thinks about changes in South Africa, Africa, and the United States in relation to the transcendence of racial differentiation and hierarchy, this book is a reminder of how both harrowing and incomplete that journey is. This book, a crucial addition from the Global South to the scholarship on immigrant students' schooling, depicts how salient and fraught racial identity, both asserted and ascribed, continues to be for the negotiation of school in South Africa. Immigrant students are loathed and marginalized for their accents and 'foreign' ways, and yet they are also …
Critical Discourse Analysis: Definition, Approaches, Relation To Pragmatics, Critique, And Trends, Linda R. Waugh, Theresa Catalano, Khaled Al Masaeed, Tom Hong Do, Paul G. Renigar
Critical Discourse Analysis: Definition, Approaches, Relation To Pragmatics, Critique, And Trends, Linda R. Waugh, Theresa Catalano, Khaled Al Masaeed, Tom Hong Do, Paul G. Renigar
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This chapter introduces the transdisciplinary research movement of critical discourse analysis (CDA) beginning with its definition and recent examples of CDA work. In addition, approaches to CDA such as the dialectical relational (Fairclough), sociocognitive (van Dijk), discourse historical (Wodak), social actors (van Leeuwen), and the Foucauldian dispositive analysis (Jager and Maier) are outlined, as well as the complex relation of CDA to pragmatics. Next, the chapter provides a brief mention of the extensive critique of CDA, the creation of critical discourse studies (CDS), and new trends in CDA, including positive discourse analysis (PDA), CDA with multimodality, CDA and cognitive linguistics, …
Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros
Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the …