Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (6)
- Arts and Humanities (4)
- Curriculum and Social Inquiry (4)
- Sociology (4)
- Teacher Education and Professional Development (4)
-
- Anthropology (3)
- Communication (3)
- Critical and Cultural Studies (3)
- International and Intercultural Communication (3)
- Other Teacher Education and Professional Development (3)
- Business (2)
- Civic and Community Engagement (2)
- Communication Technology and New Media (2)
- Community-Based Learning (2)
- Community-Based Research (2)
- Cultural History (2)
- Curriculum and Instruction (2)
- Disability and Equity in Education (2)
- Educational Methods (2)
- Higher Education (2)
- History (2)
- Inequality and Stratification (2)
- Law (2)
- Linguistic Anthropology (2)
- Other Education (2)
- Peace and Conflict Studies (2)
- Political Science (2)
- Politics and Social Change (2)
- Institution
- Publication
- Publication Type
Articles 1 - 11 of 11
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Healing A Generation; Implementation Of Higher Education Curricula For Venezuelan Journalism Students Living Under Structural Violence To Promote A Transition Into Democracy, José Luis Jiménez-Figarotti Prof.
Healing A Generation; Implementation Of Higher Education Curricula For Venezuelan Journalism Students Living Under Structural Violence To Promote A Transition Into Democracy, José Luis Jiménez-Figarotti Prof.
The SUNY Journal of the Scholarship of Engagement: JoSE
Venezuela's sociopolitical landscape has deteriorated significantly over the past decade, culminating in a profound humanitarian crisis. This ethnography, conducted from 2015 to the present, explores the experiences of a study group comprising 2000 Venezuelan communication college students, aged 17 to 25, who navigate structural violence while striving for quality higher education. The research employed a multifaceted approach, encompassing interviews, focus groups, and observations. Additionally, this qualitative study examines the outcomes of implementing an interdisciplinary journalism curriculum grounded in human rights and media activism, complemented by online sessions and an environmental education component. This educational project aims to foster critical thinking …
Academic Esl World History Unit 2.4. Ancient Greece, Democracy Reading Assignment Reading, Karin Lundberg
Academic Esl World History Unit 2.4. Ancient Greece, Democracy Reading Assignment Reading, Karin Lundberg
Open Educational Resources
No abstract provided.
Numeracy And Social Justice: A Wide, Deep, And Longstanding Intersection, Kira Hamman, Victor Piercey, Samuel L. Tunstall
Numeracy And Social Justice: A Wide, Deep, And Longstanding Intersection, Kira Hamman, Victor Piercey, Samuel L. Tunstall
Numeracy
We discuss the connection between the numeracy and social justice movements both in historical context and in its modern incarnation. The intersection between numeracy and social justice encompasses a wide variety of disciplines and quantitative topics, but within that variety there are important commonalities. We examine the importance of sound quantitative measures for understanding social issues and the necessity of interdisciplinary collaboration in this work. Particular reference is made to the papers in the first part of the Numeracy special collection on social justice, which appear in this issue.
What We Bring With Us And What We Leave Behind: Six Months In Post-Apartheid South Africa, Virginia Casper, Donna Futterman, Evan Casper-Futterman
What We Bring With Us And What We Leave Behind: Six Months In Post-Apartheid South Africa, Virginia Casper, Donna Futterman, Evan Casper-Futterman
Occasional Paper Series
The authors, a family, reflect on their experiences living, volunteering, and going to school in South Africa for six months. They sought to live in a society in which white people were not the majority and to experience the transformation of the new South Africa, not as tourists, but as participants.
Citizenship Education In A Fragile State: Ngo Programs For Democratic Development And Youth Participation In Haiti, Gary W.J. Pluim
Citizenship Education In A Fragile State: Ngo Programs For Democratic Development And Youth Participation In Haiti, Gary W.J. Pluim
Comparative and International Education / Éducation Comparée et Internationale
This research centres on NGO citizenship education programs in Haiti to better understand youth experiences, outcomes, and perceptions of democracy. The findings from this study illustrate how programs from Western-based NGOs with liberal democratic traditions typically construct citizenship education in relation to the individual agency of the learners, whereas youth living in the context of fragility note the prerequisite for stable social structures as a foundation for citizenship. Through multi-dimensional analyses, this article highlights the importance of historical perspectives, the value of comparing disparate societies, and the necessity to explicate social locations in cross-cultural research. The concluding proposition states that …
American Muslims: How The “American Creed” Fosters Assimilation And Pluralism, James R. Moore
American Muslims: How The “American Creed” Fosters Assimilation And Pluralism, James R. Moore
Cultural Encounters, Conflicts, and Resolutions
This article examines the status of American Muslims in the United States in relationship to other cultural groups and some of the widespread stereotypes that plague Muslims in contemporary society. Much has been written about the discrimination faced by Muslims, particularly after the September 11, 2001 attacks, spawned by religious, racial, and ethnic bigotry. Some polls show many Americans harbor some prejudices against Muslims, but these prejudices have not resulted in widespread violence or discrimination; although there has been some violence and discrimination experienced by some Muslims, the empirical data show that the majority of American Muslims are very successful …
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response To "The Political Nuances Of Narratives And An Urban Educator's Response", Lilia D. Monzó, P. Zitlali Morales
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response To "The Political Nuances Of Narratives And An Urban Educator's Response", Lilia D. Monzó, P. Zitlali Morales
Democracy and Education
In this response to “The Political Nuances of Narratives and an Urban Educator’s Response,” the authors applaud Pearman’s critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served …
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge “Common Sense”, Lilia D. Monzó, P. Zitlali Morales
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge “Common Sense”, Lilia D. Monzó, P. Zitlali Morales
Education Faculty Articles and Research
In this response to “The Political Nuances of Narratives and an Urban Educator’s Response,” the authors applaud Pearman’s critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served …
What Is Social Justice? Opening A Discussion, John M. Winslade
What Is Social Justice? Opening A Discussion, John M. Winslade
Journal of Critical Issues in Educational Practice
This paper is a record of a discussion on social justice that took place at California State University San Bernardino on January 23, 2013. It addresses the definition of what social justice is, what injustice is, and the significance of a concern for social justice for educators. Multiple viewpoints are included.
Interpreting, Stephanie Jo Kent
Interpreting, Stephanie Jo Kent
Doctoral Dissertations
What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and discount …
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider
Democracy and Education
This study explores the role of competing discourses that shape current practices in U.S. schools and how professional development efforts can support teachers and researchers in finding ways to reinsert more democratic processes into their collaborative work. We examine the case of one research and professional development project with the goal of supporting middle school science and ESOL teachers in fostering more meaningful science learning for all their students but especially their English language learners. Using Gee’s notion of big-D discourses and Fairclough’s notion of interdiscursivity, we trace how the Discourse of accountability, the Discourse of science teaching, and the …