Diaspora, Indigenous, and Minority Education最新文献_第3页

Beyond being balikbayan : an examination of imposed boxes toward becoming Pin@y educators of decolonial and racially just education Beyond being balikbayan : an examination of imposed boxes towards becoming Pin@y educators of decolonial and racially justified education

Diaspora, Indigenous, and Minority Education Pub Date : 2024-01-23 DOI: 10.1080/15595692.2024.2307556

G. T. Reyes, Josh Manlove, Cheryl E. Matias

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First and continuing generation Jewish and Arab-Palestinian female students in Israeli peripheral college: a comparative perspective 以色列外围学院的第一代和连续两代犹太学生和阿拉伯-巴勒斯坦女学生：比较视角

Diaspora, Indigenous, and Minority Education Pub Date : 2024-01-14 DOI: 10.1080/15595692.2024.2304048

Tal Meler, Yasmin Barselai-Shaham, Shlomit Oryan

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Re-membering pedagogy: reclaiming Hmong heritage and belonging within a youth theater program 重新记忆教学法：在青年戏剧项目中找回苗族遗产和归属感

Diaspora, Indigenous, and Minority Education Pub Date : 2024-01-12 DOI: 10.1080/15595692.2024.2303011

B. Ngo, Thong Vang

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Examining Chinese American teachers’ diasporic lives through empire and AsianCrit 通过帝国和亚洲批评审视美国华裔教师的侨民生活

Diaspora, Indigenous, and Minority Education Pub Date : 2024-01-10 DOI: 10.1080/15595692.2023.2298856

吴林 Lin Wu

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A study of the Asian diaspora experience: from historical exclusion to knowledges that count in education 对亚洲移民社群经历的研究：从历史排斥到教育中的重要知识

Diaspora, Indigenous, and Minority Education Pub Date : 2024-01-08 DOI: 10.1080/15595692.2024.2303009

Suniti Sharma

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Building Critical digital diasporic spaces: digital memes and physical art in collective liberation 建立关键的数字侨民空间：集体解放中的数字备忘录和实体艺术

Diaspora, Indigenous, and Minority Education Pub Date : 2023-12-08 DOI: 10.1080/15595692.2023.2292526

Desmond Wong

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Conversations: Yulia Nesterova and W. Y. Alice Chan discuss religious literacy 对话：Yulia Nesterova 和 W. Y. Alice Chan 讨论宗教扫盲问题

Diaspora, Indigenous, and Minority Education Pub Date : 2023-11-18 DOI: 10.1080/15595692.2023.2281835

W. Y. A. Chan, Yulia Nesterova

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The relationship between transformational leadership and affective commitment: a study of Arab non-formal education coordinators in Israel 变革型领导与情感承诺之间的关系：对以色列阿拉伯非正规教育协调员的研究

Diaspora, Indigenous, and Minority Education Pub Date : 2023-11-17 DOI: 10.1080/15595692.2023.2283455

Asmahan Masry-Herzallah

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Toward a Kanaka ʻŌiwi racial identity model for a contemporary multiracial world 朝向卡纳卡岛Ōiwi当代多种族世界的种族认同模型

Diaspora, Indigenous, and Minority Education Pub Date : 2023-11-09 DOI: 10.1080/15595692.2023.2278193

Kourtney Christen Kawano

{"title":"Toward a Kanaka ʻŌiwi racial identity model for a contemporary multiracial world","authors":"Kourtney Christen Kawano","doi":"10.1080/15595692.2023.2278193","DOIUrl":"https://doi.org/10.1080/15595692.2023.2278193","url":null,"abstract":"ABSTRACTThis paper uses a Kanaka ʻŌiwi (Native Hawaiian) Critical Race Theory (KanakaʻŌiwiCrit) framework to conceptualize the relationship between identity and interracial and intraracial relations among multiracial Kanaka ʻŌiwi youth. KanakaʻŌiwiCrit is defined then applied to review research on minority racial identity models and Indigenous identity constructs. To address the gap in literature on the racialization of Kanaka ʻŌiwi youth, a three-dimensional model that explicates how contemporary racial identities form under the social, cultural, and political conditions of multiracial societies afflicted by racism is proposed. Using composite, data-driven narratives, the model conceptualizes four major Kanaka ʻŌiwi racial identity profiles: a state of hōʻole (denial), a state of hoʻokaʻawale (disconnect), a state of huikau (confusion), and a state of mana (power). The significance of geographic contexts in racial identity formation for multiracial Kanaka ʻŌiwi youth living in Hawai‘i versus the global diaspora is also explored before concluding with future paths. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 I use Native Hawaiian, Hawaiian, Kānaka (pl. Native Hawaiian), Kanaka (s. Native Hawaiian), and Kanaka ʻŌiwi (singular/plural) interchangeably to refer to the Indigenous Peoples of the ancestral homelands presently considered the U.S. state of Hawai‘i.2 I refer to the killing of Marshallese teenager Iremamber Sykap on April 5, 2021 and African immigrant Lindani Myeni on April 14, 2021.3 White supremacy is a social, psychological, and cultural lie that produces meaning by ascribing whiteness as an unobtainable goal for People of Color (Coates, Citation2017).4 Intersectionality is an analytic framework that recognizes the interlocking modes of oppression that characterize people’s everyday lives through the interplay of their numerous social identities (Crenshaw, Citation1991).5 I use survivance to denote Indigenous survival and resistance against western oppression and subordination (Vizenor, Citation2008).6 See Appendix A for a list of relevant literature analyzed in this paper.7 Lā Kūʻokoʻa is celebrated on November 28 to commemorate the day that American, British, and French government officials formally recognized Hawai‘i’s sovereignty and independence.8 Davida K. Kahalemaile was a Kanaka ʻŌiwi who supported Hawaiian liberation in 1871.9 This comment is based on a remark made by Dr. Lee about her research on language immersion schools among Mohawk, Ojibwe, Cochiti, Native Hawaiian, and Māori peoples (personal communication, March 30, 2021).Additional informationNotes on contributorsKourtney Christen KawanoKourtney Christen Kawano is a Kanaka ʻŌiwi (Native Hawaiian) doctoral candidate in the department of education at UCLA School of Education & Information Studies. Her research interests include critical race theory, Indigenous methodologies, and Native Hawaiian culture-based education.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":" 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Are Syrian children integrated into our education?: Turkish teachers’ perspectives on the inclusive education project 叙利亚儿童是否融入了我们的教育?:土耳其教师对全纳教育项目的看法

Diaspora, Indigenous, and Minority Education Pub Date : 2023-10-16 DOI: 10.1080/15595692.2023.2270093

Tuğba Çelik Keskin, Derin Atay

{"title":"Are Syrian children integrated into our education?: Turkish teachers’ perspectives on the inclusive education project","authors":"Tuğba Çelik Keskin, Derin Atay","doi":"10.1080/15595692.2023.2270093","DOIUrl":"https://doi.org/10.1080/15595692.2023.2270093","url":null,"abstract":"ABSTRACTIntegrating Syrian children into the Turkish national educational system has been one of the most recent and significant discussion issues in educational research and policy making areas. With a primary objective of alleviating Syrian refugees’ linguistic difficulties, a nationwide inclusive education project; Promoting Integration of Syrian Kids into Turkish Education System (PIKTES), has been implemented since 2016 in 26 cities all over Turkey. The current study was designed with the aim of listening to the voices of Turkish teachers, participating in the integration program of Syrian students into the Turkish education system and community life. Seven teachers at primary level schools shared their experiences during the project, and the thematic analysis of the data revealed the challenges of implementation due to school-related factors such as language barrier, social adaptation, teachers’ attitudes, and teaching materials; family-related factors as violence, financial problems and social integration; and teacher development. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsTuğba Çelik KeskinTuğba Çelik Keskin is a doctoral candidate in English Language Education at Bahçeşehir University and an English language instructor at a private university in Istanbul. She holds a BA and MA degrees in Foreign Language Education. Her research interests include sociolinguistics, and sociocultural theories of learning.Derin AtayDerin Atay is a professor in the Department of Foreign Language Education at Bahçeşehir University, Istanbul, Turkey. She holds a BA degree in English Language and Literature, MA and PhD degrees in English Language Education. Her research interests include teacher research, culture in language education, pre- and in-service teacher education, and critical thinking in education. She has authored numerous articles in indexed journals and book chapters.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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