Diaspora, Indigenous, and Minority Education最新文献_第7页

The role of indigenous games in education: a technology and environmental education perspective 本土游戏在教育中的作用:技术和环境教育的视角

Diaspora, Indigenous, and Minority Education Pub Date : 2022-12-21 DOI: 10.1080/15595692.2022.2160436

Tsebo Kgoto Matsekoleng, T. A. Mapotse, M. Gumbo

引用次数: 2

When is an academic degree the best vocational education? Bedouin professionals reflect on their life choices 什么时候学历是最好的职业教育?贝都因专业人士反思他们的人生选择

Diaspora, Indigenous, and Minority Education Pub Date : 2022-12-15 DOI: 10.1080/15595692.2022.2149486

Esther E. Gottlieb, S. Ben-Asher, Kassim Alsraiha

{"title":"When is an academic degree the best vocational education? Bedouin professionals reflect on their life choices","authors":"Esther E. Gottlieb, S. Ben-Asher, Kassim Alsraiha","doi":"10.1080/15595692.2022.2149486","DOIUrl":"https://doi.org/10.1080/15595692.2022.2149486","url":null,"abstract":"ABSTRACT We test Foster’s enduring assertion that “the best vocational education is an academic degree” by examining a case study of Israeli Bedouin women and men, young professionals who shared with us their personal stories of their parents taking them out of their local separate but equal schools and moving them to the majority schooling system. The narratives we collected enabled us to follow the education journey of Bedouin children whose achievements are attributable not to institutional initiatives but to grassroot alternatives where parents and their children secured their own vocational future. We outline the professional journey of 16 men and women who moved to a Kibbutz school, mastered the majority language, matriculated, and confidently acquired academic degrees. Their narratives attest to professionalization and self-fulfillment but also awareness of the context of their upbringing and the daily pressures to sustain their social equilibrium. These young professionals fashioned themselves in the interstices between identities, developing both a hunger to participate in the global marketplace and loyalty to the local. Ending up holding jobs that contributed to their own society, and refusing to perform stereotypically minoritized vocational identities, they achieved the kinds of lives they have reason to value. Compelled to honor their journeys, we conclude that our case study corroborates Foster’s finding that the best vocational education is an academic degree, as reflected in professional achievement and enhanced opportunities for social mobility.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74582044","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}

引用次数: 0

Role of community colleges and other TVET institutions in advancing sustainable development by supporting access, diversity, and inclusion for nontraditional student populations 社区学院和其他职业技术培训机构通过支持非传统学生群体的准入、多样性和包容性来促进可持续发展的作用

Diaspora, Indigenous, and Minority Education Pub Date : 2022-12-13 DOI: 10.1080/15595692.2022.2157397

R. Raby, Oleg Legusov, D. Addae, Jonathan Martel, Leping Mou, Dawn Wood

引用次数: 1

Educational experiences of health professionals from marginalized groups: “It definitely takes more work” 来自边缘群体的卫生专业人员的教育经验:“这肯定需要更多的工作”

Diaspora, Indigenous, and Minority Education Pub Date : 2022-11-30 DOI: 10.1080/15595692.2022.2149485

Tara M. Pride, B. Beagan, A. MacLeod, Kaitlin R. Sibbald

引用次数: 2

Conversations: Yulia Nesterova with Marta Moskal 对话:Yulia Nesterova和Marta Moskal

Diaspora, Indigenous, and Minority Education Pub Date : 2022-11-26 DOI: 10.1080/15595692.2022.2148650

Y. Nesterova, M. Moskal

{"title":"Conversations: Yulia Nesterova with Marta Moskal","authors":"Y. Nesterova, M. Moskal","doi":"10.1080/15595692.2022.2148650","DOIUrl":"https://doi.org/10.1080/15595692.2022.2148650","url":null,"abstract":"For this issue of the Conversations, I had a discussion with Dr Marta Moskal, Associate Professor (Senior Lecturer) of Sociology of Education and Migration in the School of Education at the University of Glasgow. Dr Moskal’s research addresses the need for equitable opportunities for migrant students, workers, refugees, and their families through fair and inclusive policies and practices in the UK. Her research has been funded by the European Commission, Economic and Social Research Council, Art and Humanities Research Council, and British Academy; and her work has been published in leading international journals. In our discussion, we focussed on Brexit, the withdrawal of the United Kingdom (UK) from the European Union (EU) in 2020, following the 2016 EU referendum where 51.9% of the UK voted to leave the EU. Brexit was a significant event for the country and EU citizens residing in it, and the runup to it – political and media campaigns to “Take Back Control” in particular – set the tone for how immigration has been perceived and discussed in the British society. As Simpson and Startin (2022) assert, for example, the coverage of European affairs has become “vigorously partisan, nationalist and at times xenophobic” (p. 3). In this Conversation, Dr Moskal and I discuss how Brexit and the media and political discourse around it have affected the experiences of young people from Central and Eastern European backgrounds living in the UK.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86057096","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}

引用次数: 0

Ethno science practice as Indigenous wisdom: challenges to braiding with Western-based school science curriculum 作为本土智慧的民族科学实践:与西方学校科学课程相结合的挑战

Diaspora, Indigenous, and Minority Education Pub Date : 2022-10-21 DOI: 10.1080/15595692.2022.2138321

K. Koirala

引用次数: 2

Ethnoreligious identities in home–school–society relational spaces: The case of Turkish immigrant parents in Germany 家-学校-社会关系空间中的民族宗教认同:以德国土耳其移民父母为例

Diaspora, Indigenous, and Minority Education Pub Date : 2022-10-21 DOI: 10.1080/15595692.2022.2138320

Hande Erdem-Möbius, Özen Odag, Yvonne Anders

引用次数: 0

Conversations: Bruce Collet with Zvi Bekerman and Seoniagh MacPherson 对话:Bruce Collet与Zvi Bekerman和Seoniagh MacPherson

Diaspora, Indigenous, and Minority Education Pub Date : 2022-08-26 DOI: 10.1080/15595692.2022.2116188

B. Collet

引用次数: 0

Revitalization and revival of indigenous languages and cultures with applied linguistics and technology 运用应用语言学和技术振兴和复兴土著语言和文化

Diaspora, Indigenous, and Minority Education Pub Date : 2022-08-24 DOI: 10.1080/15595692.2022.2115030

Gulbahar H. Beckett

引用次数: 2

Bridging transnational funds of knowledge into classrooms: A narrative inquiry of a Korean migrant becoming a teacher of newcomer students 将跨国知识基金连接到课堂:一位韩国移民成为新学生教师的叙事探究

Diaspora, Indigenous, and Minority Education Pub Date : 2022-08-02 DOI: 10.1080/15595692.2022.2106209

Yeji Kim

引用次数: 6