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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Le Manuel De Formation Des Maitres Des Classes Multigrades En Gambie, Le Ministère De L’Éducation Élémentaire Et Secondaire En Collaboration Avec Le Projet Lire
Le Manuel De Formation Des Maitres Des Classes Multigrades En Gambie, Le Ministère De L’Éducation Élémentaire Et Secondaire En Collaboration Avec Le Projet Lire
Learning Initiatives for Rural Education
Ce manuel du formateur et, « Le guide du maître des classes multi-grades » sont des produits d’une collaboration participative et intéractive entre membres du projet LIRE au Etats Unis et en Gambie. La création des deux documents a ete supervisee par le projet LIRE ainsi que les membres du Conseil Consultatif (qui comportaient des acteurs experimentés dans le domaine de l’education) en Gambie. Des inspecteurs sur le terrain et des enseignants multi-grades qui ont participé tout au au long du projet ont beaucoup contribué à la réalisation de ce manuel.
Farmer Literacy Practices: A Comparative Study Of Farmers In Kurnool District Of Andhra Pradesh, India, Konda Reddy Chavva
Farmer Literacy Practices: A Comparative Study Of Farmers In Kurnool District Of Andhra Pradesh, India, Konda Reddy Chavva
Master's Capstone Projects
ABSTRACT The goal of the study was to understand farmer literacy practices, and how farmer participants perceive the usefulness of Farmer Water School (FWS) training. Studying the farmer literacy practices was to help identify farmer friendly methods, and design effective messages for dissemination on crop choices, decisions, and sustainable groundwater management. To understand the usefulness of FWS training to farmers, a comparative study of FWS participants and non-FWS pa11icipants' perceptions on crop-water management, crop choices, and agriculture practices was undertaken. The study focused on the farmers of Kurnool district of Andhra Pradesh, India.
The research questions driving this study included: …
Confronting The Insider-Outsider Polemic In Conducting Research With Diasporic Communities: Towards A Community-Based Approach, Bruce A. Collet
Confronting The Insider-Outsider Polemic In Conducting Research With Diasporic Communities: Towards A Community-Based Approach, Bruce A. Collet
School of Educational Foundations, Leadership and Policy Faculty Publications
Researchers focusing on diasporic contexts face the difficult task of wearing their “academic hats” while at the same time building meaningful relationships with immigrant communities. This is no more apparent (and important) than with “non-community” (i.e. outsider) researchers. Here diasporic communities, having already experienced the trauma of forced migration, must see the academic researcher as one they can trust and who is invested in their long-term well being. In this paper I address methodological and philosophical concerns related to the insider-outsider researcher distinction and to conducting research as an “outsider.” The principle aims of the paper are to critically examine …
From Nuevo León To The Usa And Back Again: Transnational Students In Mexico, Edmund T. Hamann, Víctor A. Zúñiga, Juan Sánchez Garcia
From Nuevo León To The Usa And Back Again: Transnational Students In Mexico, Edmund T. Hamann, Víctor A. Zúñiga, Juan Sánchez Garcia
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The movement of Mexicans to the United States is both longstanding and long studied and from that study we know that for many newcomers the attachment to the receiving community is fraught and tentative. The experience of immigrant children in U.S. schools is also relatively well studied and reveals challenges of intercultural communication as well as concurrent and contradictory features of welcome and unwelcome. What is less well known, in the study of migration generally and of transnational students in particular, is how students moving in a less common direction — from the U.S. to Mexico — experience that movement. …
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Counter to the expectations that Mexico-U.S. migration is one-way, adult, and from Mexico to the United States, this Spanish-language book includes nine chapters describing various facets of the lives and educational circumstances of students encountered in Mexican schools who have previously attended U.S. schools. Data were derived from written questionnaires from a sample of more than 24,000 students in the Mexican states of Zacatecas and Nuevo León, of whom 632 had U.S. school experience and/or a U.S. birthplace and thereby American citizenship, and from more than 125 interviews with transnational students and their teachers. This study variously considers transnational students' …