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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Native Tribal Scholars; Strengthening Families-Grandparents Raising Grandchildren; Native American And Indigenous Studies Annual Conference 2012, Cedric Woods, Institute For New England Native American Studies, University Of Massachusetts Boston
Native Tribal Scholars; Strengthening Families-Grandparents Raising Grandchildren; Native American And Indigenous Studies Annual Conference 2012, Cedric Woods, Institute For New England Native American Studies, University Of Massachusetts Boston
Office of Community Partnerships Posters
Native Tribal Scholars is a pre-collegiate initiative developed and run as a collaboration between the Mashpee Wampanoag Tribe, the North American Indian Center of Boston, and UMass Boston (Institute for New England Native American Studies and Academic Support Services). Native youth in grades 8-12 consistently lag behind their non-Native peers on many key academic indicators contributing to fewer Native high school students adequately prepared for college. The goal of this initiative is to provide academic support to Native American youth in these age groups. This is a Massachusetts based summer residential program that focuses on teaching science, math and writing …
Interview Of Cherylyn Rush, Cherylyn Rush, Linda Sago
Interview Of Cherylyn Rush, Cherylyn Rush, Linda Sago
All Oral Histories
Cherylyn Landora Edwards Rush was born in 1959 in Shirley, Massachusetts. Mrs. Rush moved to Pennsylvania at a very young age. Her father, Lester Edwards, was in the military. After her parents divorced, Cherylyn’s mother Pearl developed ovarian cancer and passed away when Cherylyn was about seven years old. Her grandmother Louise Jackson then cared for Cherylyn until she went to live with their father. Mr. Edwards had remarried. When Cherylyn’s father and her stepmother divorced, she returned to Philadelphia, PA and attended William Penn High School. Cherylyn earned her high school diploma although she was pregnant with her son. …
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
Faculty Journal Articles
In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that …