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Articles 1 - 7 of 7
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England
Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This chapter concludes the edited volume Hyphenated Identities and affords a chance to juxtapose how transnational students negotiate school and identity with how school systems in turn view such students, and then it allows the examination of two different strategies -- situational ethnicity versus the assertion of hyphenated identity -- as a glimpse into the cosmology of transnationally mobile students as they come into adulthood.
Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga
Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga
Department of Teaching, Learning, and Teacher Education: Faculty Publications
An examination of responses by 346 students from Nuevo León and Zacatecas, Mexico, who had previously attended schools in the United States, found that 37% asserted a hyphenated identity as "Mexican-American," while an additional 5% identified as "American." Put another way, 42% did not identify singularly as "Mexican." Those who insisted on a hyphenated identity were not a random segment of the larger sample, but rather had distinct profiles in terms of gender, time in the United States, and more. This chapter describes these students, broaches implications of their hyphenated identities for their schooling, and considers how this example may …
Decolonial Multiculturalism And Local-Global Contexts: A Postcritical Feminist Bricolage For Developing New Praxes In Education, Katharine Matthaei Sprecher
Decolonial Multiculturalism And Local-Global Contexts: A Postcritical Feminist Bricolage For Developing New Praxes In Education, Katharine Matthaei Sprecher
Doctoral Dissertations
This dissertation presents a conceptual bricolage that explores complex, reflexive, and interrelated dimensions of educational praxes. My work is grounded in the assertion that the ever-changing, local-global nature of contemporary societies requires new approaches to curricula, pedagogies, policies, and practices in U.S. schools to meet the challenges and opportunities of a global era. Presenting my research and findings as four articles, I begin with a dialectical analysis of theoretical and pedagogical literatures to develop an adaptable framework for decolonial multicultural education. In Article 1, I demonstrate how this framework synergizes aspects of social reconstructionist and critical multicultural, global, and …
Hacia La Educación Intercultural: Una Investigación Sobre Discursos De Diferencia Cultural En Escuelas De Santiago Y Las Implicancias Para Una Comunidad Y Sociedad Diversa, Clara Lippert
Independent Study Project (ISP) Collection
Ese ensayo examina la diversidad cultural en el contexto de algunas escuelas en Santiago, Chile, analizando el discurso de diferente que utilizan las escuelas y las implicaciones que lleva ese discurso en una sociedad diversa. Analiza y evalúa los programas que existen dentro del Ministerio de Educación con el programa de la Educación Intercultural Bilingüe (PEIB), así con los proyectos independientes que existen dentro de otras escuelas que también tratan de la diversidad cultural. Tiene una mirada específica en las escuelas en la comuna de Santiago con altos niveles de estudiantes inmigrantes, analizando cómo las escuelas responden a esa realidad. …
Schooling And The Everyday Ruptures Transnational Children Encounter In The United States And Mexico, Edmund T. Hamann, Víctor Zúñiga
Schooling And The Everyday Ruptures Transnational Children Encounter In The United States And Mexico, Edmund T. Hamann, Víctor Zúñiga
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Using examples of students in Mexico who used to attend US schools and examples from Georgia of students who used to and might again attend Mexican schools, this chapter considers how an unremarkable, quotidian activity—the act of attending school—can become means for transnationally mobile children to experience shock, disconnection, and a reiterated sense of dislocation if schools are incompletely responsive to learners' biographies.
Closing The Achievement Gap: Favoring A Literacy-Based Approach To Solving The Nation's Education Crisis, Timothy M. Siverd
Closing The Achievement Gap: Favoring A Literacy-Based Approach To Solving The Nation's Education Crisis, Timothy M. Siverd
VA Engage Journal
This paper provides an overview of the educational achievement gap, paying particular attention to the gap between white and minority students. Additionally, this paper explores why closing the achievement gap is important, and why it is hard to do. The goal of this paper is to suggest that using a literacy-based method will produce superior results than using STEM-field methods by highlighting a “best practice,” Musick Elementary School in Newark, California.
Digital Storytelling: Enriching Reflection And Reentry For Princeton In Africa Fellowship Participants, Stephanie C. Hooper
Digital Storytelling: Enriching Reflection And Reentry For Princeton In Africa Fellowship Participants, Stephanie C. Hooper
Capstone Collection
Princeton in Africa’s digital storytelling reentry project was designed to fill gaps in reentry programming by encouraging returned fellowship participants to reflect on their experiences living and working in Africa and by helping them identify areas of personal growth and transformation. This project also aims to strengthen the connection Fellows feel to the Princeton in Africa community and their cohort of Fellows. The digital storytelling project will assist the organization with marketing, recruitment, attracting attention from potential partner organizations, engaging donors and other program needs. A pilot digital storytelling project took place at the end of the 2010-11 fellowship year …