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Author: Karen M. Teoh
Publisher: Oxford University Press
ISBN: 0190495618
Category : Education
Languages : en
Pages : 249
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Book Description
Schooling Diaspora looks into the motivations and strategies of missionaries, colonial authorities, and Chinese reformists and revolutionaries for educating girls, as well as the impact that this education had on identity formation among overseas Chinese women and larger society.
Author: Karen M. Teoh
Publisher: Oxford University Press
ISBN: 0190495618
Category : Education
Languages : en
Pages : 249
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Book Description
Schooling Diaspora looks into the motivations and strategies of missionaries, colonial authorities, and Chinese reformists and revolutionaries for educating girls, as well as the impact that this education had on identity formation among overseas Chinese women and larger society.
Author: Edmund Hamann
Publisher: IAP
ISBN: 1623969956
Category : Education
Languages : en
Pages : 376
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Book Description
For most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora. Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a ‘successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the ‘newish’ Latino presence in the 41 U.S. states that have not long been the home to large, wellestablished Latino populations, but that now enroll 2.5 million Latino students in K-12 alone. "Timely and compelling, Revisiting Education in the NLD offers new insight into the Latino Diaspora in the US just as the discussions regarding immigration policy, bilingual education, and immigrant rights are gaining steam. Drawing from a variety of perspectives, contributing authors interrogate the very concept of the diaspora. The wide range of research in this volume thoughtfully illustrates the nuanced phenomena and provides rich descriptions of complex situations. No longer a simple question of immigration, the book considers language and legal status in schools, international adoption, teacher preparation, and the relationships between established and relatively new Latino communities in a variety of contexts. Comprised of rich, thoughtful research Revisiting Education provides a fascinating window into the context of Latino reception nationwide. ~ Rebecca M. Callahan, Associate Professor - University of Texas-Austin As the leader of a 10-years-and-counting research study in Mexico that has identified and interviewed transnationally mobile students with prior experience in U.S. schools, I can affirm that in addition to students with backgrounds in California, Arizona, Texas, and Colorado, migration links now join schools in Georgia, Minnesota, Oklahoma, Alabama, etc. to schools in Mexico. For that reason and many others I am excited to see this far-ranging, interdisciplinary, new text that considers policy implementation through lenses as different as teacher preparation, Latino adoption into culturally mixed families, the fate of Latino newcomers in 'low density' districts where there are few like them, and the misuse of Spanish teachers as interpreters. This is an relevant book for American educators and scholars, but also for readers beyond U.S. borders. Hamann, Wortham, Murillo, and their contributors should be celebrated for this fine new collection. ~ Dr. Víctor Zúñiga, Dean of Research and Extension, Universidad de Monterrey
Author: Georgina Tsolidis
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 168
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Book Description
Faculty of Education, Monash University, Australia. The dichotomy between equality & difference is a central issue in both feminist & education debates. Georgina Tsolidis examines this dichotomy with particular reference to gender, ethnicity & schooling & argues that in the context of reformist education policies targeting gender equity & the affirmation of cultural difference, the schooling experiences of ethnic minority girls provide insights into ways of challenging this dichotomy. School-based case studies are provided as a means of challenging the predominant view, reiterated through education policies, that these girls are victims of a culture clash which establishes a 'minority as backward, majority as enlightened' binary. Feminist theorizations of difference are used as a means of interpreting the contradictions between the representations of ethnic minority girls in education policies & the vision of them which emerges through the case-studies. This then provides the basis for a speculative exploration of the equality & difference dichotomy in relation to transformative curriculum & pedagogy. Contents: Introduction - Feminist theorizations of cultural difference - Theorizing cultural difference in relation to Australian feminism - The construction of ethnic minority girls in education policy literature - Case studies: a girl's reputation - Case studies: academic aspirations & experiences - Conclusion - References - Index.
Author: Kassie Freeman
Publisher: Routledge
ISBN: 1136520457
Category : Education
Languages : en
Pages : 222
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Book Description
This volume gathers scholars from around the world in a comparative approach to the various educational struggles of people of African descent, advancing the search for solutions and bringing to light new facets of the experiences of black people in the era of globalization.
Author: Zvi Bekerman
Publisher: Routledge
ISBN: 1135598800
Category : Education
Languages : en
Pages : 449
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Book Description
This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. Particular attention is given to groups that use educational elements other than second-language teaching alone in programs to sustain their particular cultural traditions. The focus of the book on cultural sustainability changes the nature of questions posed in multicultural education from those that address the opening of boundaries to issues of preserving boundaries in an open yet sustainable way. As forced and elective immigration trends are changing the composition of societies and the educational systems within them -- bringing a rich diversity of cultural experience to the teaching/learning process -- diaspora, indigenous, and minority groups are looking more and more for ways to sustain their cultures in the context of wider socio-political influences. This volume is a first opportunity to consider critically multicultural efforts in dialogue with educational options that are culturally particularistic but at the same time tolerant. Academics will find this an excellent reference book. Practitioners will draw inspiration in learning of others’ efforts to sustain cultures, and will engage in critical reflection on their own work vis-à-vis that of others. Teachers will realize they do not stand alone in their educational efforts and will uncover new strategies and methodologies through which to approach their work.
Author: Stanton E.F. Wortham
Publisher: Bloomsbury Publishing USA
ISBN: 0313076103
Category : History
Languages : en
Pages : 279
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Book Description
The authors describe a new demographic phenomenon: the settlement of Latino families in areas of the United States where previously there has been little Latino presence.This New Latino Diaspora places pressures on host communities, both to develop conceptualizations of Latino newcomers and to provide needed services.These pressures are particularly felt in schools; in some New Latino Diaspora locations the percentage of Latino students in local public schools has risen from zero to 30 or even 50 percent in less than a decade.Latino newcomers, of course, bring their own language and their own cultural conceptions of parenting, education,inter-ethnic relations and the like. Through case studies of Latino Diaspora communities in Georgia, North Carolina, Maine, Colorado, Illinois, and Indiana, the eleven chapters in this volume describe what happens when host community conceptions of and policies toward newcomer Latinos meet Latinos' own conceptions. The chapters focus particularly on the processes of educational policy formation and implementation, processes through which host communities and newcomer Latinos struggle to define themselves and to meet the educational needs and opportunities brought by new Latino students.Most schools in the New Latino Diaspora are unsure about what to do with Latino children, and their emergent responses are alternately cruel, uninformed, contradictory, and inspirational.By describing how the challenges of accommodating the New Latino Diaspora are shared across many sites the authors hope to inspire others to develop more sensitive ways of serving Latino Diaspora children and families.
Author: Derron Wallace
Publisher: Taylor & Francis
ISBN: 1003810659
Category : Education
Languages : en
Pages : 125
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Book Description
This book examines the opportunities, orientations and outcomes that shape education for Black people across time, place and space throughout the African diaspora. It bridges gaps in education studies and African diaspora studies, noting the connections between these two formative fields as central to a fuller understanding of the history and futurity of African descendants around the world. The chapters in this volume showcase the work of scholars across disciplinary boundaries, national contexts, and methodological expertise, all of whom are deeply concerned with education for Black children, young people and adults from critical perspectives. Crucially, this volume explores the social, political, psychic, and material dimensions of education for Black people within the African diaspora as already part of a larger global phenomenon—linking the national and the international, the local and the global for a more comprehensive understanding of the past, present and future of education for people of African descent around the world. Education Across the African Diaspora will be a key resource for scholars and researchers of education studies, African diaspora studies, education history, African studies, black studies, ethnic studies and sociology. This book was originally published as a special issue of Peabody Journal of Education.
Author: John L. Rury
Publisher: Oxford University Press
ISBN: 0199340048
Category : History
Languages : en
Pages : 632
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Book Description
This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.
Author: Elizabeth Todd-Breland
Publisher: UNC Press Books
ISBN: 1469646595
Category : Education
Languages : en
Pages : 343
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Book Description
In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.
Author: Michel S. Laguerre
Publisher: Springer
ISBN: 3319522612
Category : Social Science
Languages : en
Pages : 192
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Book Description
This book aims to fill a void in the literature on the contributions of the state to the social protection, educational training, and human security of its overseas citizens. Additionally, Michel S. Laguerre seeks to explain the rise of the postdiaspora condition: an emancipatory metamorphosis of diaspora status. Laguerre pays particular attention to the crossborder services that the state provides, transfrontier mechanisms developed by various institutions, as well as extraterritorial forms of management and governance. He sheds light on complex crossborder arrangements and management, the multiplicity of crossborder agencies and organizations, and the promulgation of new laws that provide a legal basis for these extraterritorial undertakings by the state. The ability of emigrants to hold citizen status—and to enjoy access to the same rights and privileges as those offered to residents of the homeland—sets the cosmonational context for the performance of the postdiaspora condition.
