Diaspora, Indigenous, and Minority Education最新文献_第8页

Flexible migration: the case of the Druze in Israel 灵活的移民:以色列德鲁兹人的例子

Diaspora, Indigenous, and Minority Education Pub Date : 2022-07-26 DOI: 10.1080/15595692.2022.2106210

Orly Ganany-Dagan, Rajeh Amasha, Adi Vitman-Schorr, Zainada Ilatov

引用次数: 1

Culturally and contextually adapted co-teaching: a case study of collaboration with the diaspora in undergraduate STEM education 适应文化和背景的联合教学:本科STEM教育中与海外侨民合作的案例研究

Diaspora, Indigenous, and Minority Education Pub Date : 2022-07-14 DOI: 10.1080/15595692.2022.2098275

B. Fateye, O. Osuolale, T. Omotoriogun

引用次数: 0

“It’s not good, but it could be worse”: racial microaggressions toward Chinese international students during the COVID-19 pandemic “这不好，但可能会更糟”:新冠肺炎疫情期间对中国留学生的种族微侵犯

Diaspora, Indigenous, and Minority Education Pub Date : 2022-07-08 DOI: 10.1080/15595692.2022.2098274

Thais França, Sofia Gaspar, Diego Mathias

引用次数: 4

“Don’t let them go”: how student migration (re)shapes teachers’ work in rural Honduras “不要让他们走”:学生迁移如何(重新)塑造洪都拉斯农村教师的工作

Diaspora, Indigenous, and Minority Education Pub Date : 2022-06-29 DOI: 10.1080/15595692.2022.2091541

M. Bellino, Maxie Gluckman

引用次数: 0

Refugee youth identity formation at Dzaleka Refugee Camp in Dowa district, Malawi 马拉维多瓦区扎莱卡难民营的难民青年身份形成

Diaspora, Indigenous, and Minority Education Pub Date : 2022-06-20 DOI: 10.1080/15595692.2022.2088492

Emmanuel Chima, Pilar Horner

引用次数: 0

Colonialingualism: colonial legacies, imperial mindsets, and inequitable practices in English language education 殖民语言主义:殖民遗产、帝国思维和英语教育中的不公平做法

Diaspora, Indigenous, and Minority Education Pub Date : 2022-06-06 DOI: 10.1080/15595692.2022.2082406

P. Meighan

{"title":"Colonialingualism: colonial legacies, imperial mindsets, and inequitable practices in English language education","authors":"P. Meighan","doi":"10.1080/15595692.2022.2082406","DOIUrl":"https://doi.org/10.1080/15595692.2022.2082406","url":null,"abstract":"ABSTRACT Translanguaging and plurilingual approaches in English Language Education (ELE) have been important for envisaging more equitable language education. However, the languages implemented in translanguaging or plurilingual classrooms predominantly reflect the knowledge and belief systems of dominant, nation-state, “official”, and/or colonial languages as opposed to those of endangered and Indigenous languages. This paper contends that privileging dominant colonial knowledges, languages, and neoliberal valorizations of diversity is Colonialingualism. Colonialingualism, covertly or overtly, upholds colonial legacies, imperial mindsets, and inequitable practices. Colonial languages carry colonial legacies and can perpetuate an imperialistic and neoliberal worldview. Languages can be disembodied from place and commodified as mere “resources”, important only for economic “value” rather than cultural importance, in a “modern” global, neoliberal empire. Colonialingualism resides in the “epistemological error” in dominant western thought, characterized by linguistic imperialism and cognitive imperialism; the view that humans are superior to nature; and white (epistemological) supremacy. This “epistemological error” dominates the current mainstream western worldview, institutions, pedagogies, mindsets, and ways of languaging. Colonialingualism is subtractive and detrimental to multilingual, multicultural learners’ identities and heritages; endangered, Indigenous languages and knowledges; minoritized communities; and our environment. This paper argues that: (1) colonialingualism illustrates the “transformative limits” of translanguaging and plurilingualism; and (2) an epistemic “unlearning” of the western “epistemological error” is required to enable equitable use of all languages, languaging processes, and knowledge systems, including those Indigenous and minoritized, in ELE. The example of heritage language pedagogy in the Canadian context will demonstrate how epistemic “unlearning” while languaging can take place.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86869817","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: 14

“We are not equal citizens in any respect”: citizenship education and the routinization of violence in the everyday lives of religious minority youth in Pakistan “我们在任何方面都不是平等的公民”:巴基斯坦宗教少数群体青年日常生活中的公民教育和暴力常规化

Diaspora, Indigenous, and Minority Education Pub Date : 2022-05-31 DOI: 10.1080/15595692.2022.2082405

Zaheer Ali, Utsa Mukherjee

{"title":"“We are not equal citizens in any respect”: citizenship education and the routinization of violence in the everyday lives of religious minority youth in Pakistan","authors":"Zaheer Ali, Utsa Mukherjee","doi":"10.1080/15595692.2022.2082405","DOIUrl":"https://doi.org/10.1080/15595692.2022.2082405","url":null,"abstract":"ABSTRACT This article foregrounds religious minority youths’ subjective experiences of citizenship education in Pakistan to reflect on the relationship between educational curricula and religious exclusion. Drawing on narrative interviews with Hindu, Sikh, and Christian youth in the Punjab province, we demonstrate how sectarian constructions of national history and the paucity of positive representation in the curriculum inflict routinized forms of violence on minority youth and create an environment where anti-minority discriminations and prejudices can be justified. Youths’ narratives also reveal how they mobilize available institutional mechanisms to challenge these routine forms of violence and reinforce their commitment to an inclusive Pakistani identity. Reforms in citizenship education curricula are therefore urgently needed to address these concerns and promote an inclusive Pakistani identity. We situate our findings both in the historical context of contemporary Pakistan and the wider region of South Asia which has witnessed a rapid growth in exclusionary religious nationalisms.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77871153","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

Challenges of migrant students in Turkish higher education 移民学生在土耳其高等教育中的挑战

Diaspora, Indigenous, and Minority Education Pub Date : 2022-04-21 DOI: 10.1080/15595692.2022.2066077

Gizem Yilmazel, D. Atay

引用次数: 4

Participation of Mapuche organizations in intercultural education for children: limitations and possibilities in Chile 马普切组织参与儿童跨文化教育:智利的限制与可能性

Diaspora, Indigenous, and Minority Education Pub Date : 2022-04-06 DOI: 10.1080/15595692.2022.2055541

Rukmini Becerra-Lubies, Macarena Moya

{"title":"Participation of Mapuche organizations in intercultural education for children: limitations and possibilities in Chile","authors":"Rukmini Becerra-Lubies, Macarena Moya","doi":"10.1080/15595692.2022.2055541","DOIUrl":"https://doi.org/10.1080/15595692.2022.2055541","url":null,"abstract":"ABSTRACT In the last few years, Chilean educational policies have emphasized the participation of indigenous communities in intercultural preschools. However, recent research has shown that the alliances between indigenous communities and these preschools are still weak. Thus, we focus on the perspective of Mapuche organizations – in Chile – regarding the limitations and possibilities for collaboration between their organizations and intercultural preschools. Using a qualitative methodology, we asked: What are the opinions of Mapuche organizations regarding preschools? What kind of cooperation is possible between Mapuche organizations and preschools? And what collaborations are possible between organizations and preschools? From an Indigenous Standpoint and cultural interface perspective, the results show that in order to forge collaborative alliances, the preschools should make profound changes (e.g., hierarchies, solid relationships, critical interculturalism, Mapuche preschools, indigenous knowledge). Finally, the indications put forward in educational policies should go hand-in-hand with concrete measures and resources in the preschool system.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79049057","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

Building a Transnational Network of Capitals: Korean Immigrant Mothers of Children with Disabilities in an Online Forum 建立跨国资本网络:在线论坛中残疾儿童的韩国移民母亲

Diaspora, Indigenous, and Minority Education Pub Date : 2022-03-24 DOI: 10.1080/15595692.2022.2055543

Jungmin Kwon, Minhye Son, Soo-Jin Jeon

引用次数: 1