The school is not enough: the role of non-formal educational spaces in preserving Armenian identity in the diasporic community

2021 ◽  
pp. 1-24
Author(s):  
Pedro Bogossian-Porto ◽  
Thiago Bogossian
Keyword(s):  
Educational Spaces ◽  
Armenian Identity ◽  
Diasporic Community

The role of collective identifications in family processes of post-trauma reconstruction: An exploratory study with Kurdish refugee families and their diasporic community

2017 ◽  
Vol 5 (2) ◽  
pp. 107-133 ◽  
Author(s):  
Ruth Kevers ◽  
Peter Rober ◽  
Lucia De Haene
Keyword(s):  
Thematic Analysis ◽  
Exploratory Study ◽  
Meaning Making ◽  
Family Processes ◽  
Small Scale ◽  
Refugee Families ◽  
Family Contexts ◽  
Diasporic Community ◽  
And Coping

While collective identifications of diasporic Kurds have attracted considerable scholarly interest, their possible role in familial processes of post-trauma reconstruction has hardly been studied. The aim of this article is therefore to develop an explorative understanding of the deployment and meaning of collective identifications in intimate family contexts by examining the interconnectedness between the transmission of cultural and political belonging and post-trauma meaning-making and coping in Kurdish refugee families. After contextualising diasporic Kurds’ collective identifications through an ethnographic depiction of the Kurdish diasporic community in Belgium, this article reports on findings from a small-scale, exploratory study with five Kurdish refugee families in Belgium. Thematic analysis of family and parent interviews indicates how cultural and political identifications may operate as sources of (1) dealing with cultural bereavement and loss; (2) commemorating trauma; and (3) reversing versus reiterating trauma. Overall, this study’s findings support an explorative understanding of collective identifications as meaningful resources in families’ post-trauma reconstruction.ABSTRACT IN KURMANJIRola nasnameyên komelî di pêvajoyên malbatî yên vesazkirina paş-trawmayê de: Xebateke raveker li ser malbatên kurd ên penaber û civakên wan ên dîasporayêTevî ku nasnameyên komelî yên kurdên dîasporayê ta radeyeke baș bûye mijara lêkolînan, rola wan a muhtemel di pêvajoyên malbatî yên vesazkirina (selihandin) paş-trawmayê qet nehatine vekolîn. Lewma armanca vê gotarê ew e têgihiştineke raveker pêş bixe li ser rol û wateya nasnameyên komelî yên di çarçoveya mehremiya malbatê de, ku vê yekê jî dê bi rêya vekolîna wê têkiliya rijd bike ya di navbera neqlkirina aidiyetên çandî-siyasî û rêyên sazkirina wateyê û serederîkirina li dû trawmayê di nav malbatên kurd ên penaber de. Piştî diyarkirina çarçoveya nasnameya komelî ya Kurdên diasporayê bi rêya teswîreke etnografîk a cemaeta diasporaya Kurd li Belçîkayê, ev gotar encamên ji xebateke biçûk a bi pênc malbatên kurd ên penaber ên li Belçîkayê pêşkêş dike. Tehlîla babetî ya hevpeyvînên ligel malbatan û dayik û bavan nîşan dide ka çawa nasnameyên çandî û siyasî dikarin bibin çavkanî ji bo (1) serederîkirina bi mehrûmiyeta çandî û windahiyên xwe; (2) bibîranîna trawmayê; û (3) kêmrengkirin an, beramber vê yekê, dubarekirina trawmayê. Bi giştî, encamên vê xebatê wê têgihiştineke raveker tesdîq dikin ku nasnameyên kolektîf çavkaniyên kêrhatî ne di vesazkirina paş-trawmayê ya malbatan de. ABSTRACT IN SORANIDewrî nasname bekomellekan le prose binemalleyîyekanî sazkirdinewey paş-trawmayîda: lêkollîneweyekî şirovekarî binemalle penabere kurdekan û civatî ewan le diyasporaLe katêkda nasname bekomellekanî kurdekanî diyaspora le layen şarezakanewe giringîyekî berçawî pê drawe û serincî ewanî bo lay xoyî rakêşawe, bellam sebaret be egerî dewrî prose binemalleyîyekanî sazkirdinewey paş-tirawma be degmen lêkollîneweyek encam drawe. Ke wate, amancî em wutare perepêdan be têgeyîştinêkî şirovekarane lemerr bekarhênan û manay nasname bekomellekan le bestênekanî têkellawîy binemalleyîdaye, ke le rêgey peywendîy nêwan rewtî gwastineweyî grêdraweyî kultûrî û siyasî, sazbûnî mana û herweha rahatin legell kêşekanî qonaẍî paş tirawma le binemalle kurde penaberekanda taqî krawetewe. Dway awirrdanewe le civakî diyasporay kurd le Belcîka, nasname bekomellekanî kurdekanî diyaspora le bestênî xoyda xwêndinewey bo krawe û bem gêreye lem wutareda lêkollîneweyekî şirovekarane bo qebareyekî biçûk le pênc binemalley kurdî penaber le Belcîka dekrê û encamekanî billaw dekrêtewe. Şîkarîyekî babetiyaney wutuwêj legell binemalle û dayk û bawkekan nîşanî dedat ke çon dekrê nasname kultûrî û siyasîyekan wek serçaweyek bo em sê mijare derbikewn: (1) gîrodebûn be ledestçûn û bizirbûnî kultûr; (2) webîrhênanewey tirawma; û (3) pêçewanebûnî tirawma leberamber dûbarebûneweyda. Beşêweyekî giştî, encamekanî em lêkollîneweye piştgîrî le têgeyîştinêkî şirovekarane le nasname bekomellekan dekat ke wekû serçaweyekî giring bo sazkirdinewey binemallekan le dway qonaẍî paş-tirawma seyr dekrêt.

scholarly journals Out of school opportunities for science and mathematics learning: Environment as the third educator

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Valeria M. Cabello ◽  
Vesna Ferk Savec
Keyword(s):  
Mathematics Learning ◽  
Special Topic ◽  
The Third ◽  
Educational Spaces ◽  
School Learning ◽  
And Mathematics ◽  
Conclusion Section ◽  
Selection Of ◽  
Out Of School

Out-of-school environments offer a unique opportunity for experiental learning which transcends the role of educational resources and teachers. This article introduces the special topic of out-of-school learning in science and mathematics education. First, we present the theoretical underpinnings from the movement towards crossing the boundaries of school in educational practices and broadening educational spaces. We continue with the key facets of out-of-school learning through a constructivist approach, aided by the concept of mediation environments as the third educator from a socio-material perspective. Furthermore, we focus our discussion on a selection of articles from this special number as an international overview on out-of-school learning. In the conclusion section, we discuss the gaps that the following works fill, as well as new questions that arise in the area. The closing remarks highlight the promotion of active learning in students, considering the role of the environment as the third educator. 

The role of acoustic standards in the improvement of educational spaces in Italy

2017 ◽  
Vol 141 (5) ◽  
pp. 3687-3687
Author(s):  
Arianna Astolfi ◽  
Dario D'Orazio ◽  
Massimo Garai
Keyword(s):  
Educational Spaces

Reverberations of the Armenian Genocide

2010 ◽  
Vol 20 (1) ◽  
pp. 106-123 ◽  
Author(s):  
Natasha Azarian-Ceccato
Keyword(s):  
Sense Of Self ◽  
Armenian Genocide ◽  
Ethnic Communities ◽  
Public And Private ◽  
Central California ◽  
The Past ◽  
Diasporic Community ◽  
New Generation ◽  
Point Of Departure

Narrative research has not traditionally examined the intergenerational transmission and reverberation of narratives within ethnic communities, and yet it is through the chain of generations that voices of the past reverberate and testimonies endure which fuel and form present day notions of the past. This article is a call for and an example of the importance ethnographic investigation into communities of memories, for it is through community storytelling that records are set straight as a memorial for victims and survivors. This line of inquiry is pertinent to various communities throughout the world, as we come to see the role of language, and in particular, narrative in the formation of ideas and conflicts, as scholars such as Slyomovics, (1998) have pointed out. This research takes as its point of departure narrative renditions of the Armenian genocide recounted in both public and private venues by the great-grandchildren of genocide survivors in an ethnic enclave in Central California. In this diasporic community we see how communities of memory are formed in a space of mediation which links the new generation with the old, the present with its past as well as with its imagined communities (Anderson, 1983). Through examination of the linguistic reverberations of this historical and familial narrative, I ask what becomes of authorship when collected stories are salient enough to be included in one’s own personal history, and how these narrativizations contribute to one’s sense of self? These questions are answered both by linguistic analysis of pronouns and deixis, as well as through analysis of prevalent themes. The results of this research lend into the historical progression of memory through time by those who did not experience the trauma, but rather were witnesses by listening to the trauma of others.

scholarly journals Media, Allegiance and Civic Education

2019 ◽  
Vol 1 (1) ◽  
pp. 123-137
Author(s):  
Liz Jackson
Keyword(s):  
Civic Education ◽  
Literacy Education ◽  
Vital Role ◽  
Living Together ◽  
Educational Spaces ◽  
Critical Media ◽  
How People Learn ◽  
Subject Areas ◽  
Effective Development

Philosophies of civilisation, nation, globalisation, and localisation manifest in educational structuring, school hidden curricula, and subject areas like social studies or citizenship education. Additionally, media play a vital role in young people’s development of their identities and civic allegiances, apart from what takes place in schools. Media may complement or contradict messages about human living together and one’s place in living together provided in educational contexts. Given media’s impact, within and outside educational spaces, it would be counterproductive to not examine this impact if one wants to understand how students learn to live together in society. Appreciating the role of media in developing civic ideas can help to enhance strategies of civic education. It can also help to identify skills related to literacy, information processing, and social networking that align with effective development of critical thinking capacities in civic education. This article first explores theoretically how people learn through and engage with media. Next, it considers ways in which media can impact civic identities. It explores how media is impacted by and reflects messages related to civilisation, nationalism, globalization and localism. The article then discusses common ways of responding to media in education. Here, critical media literacy education is examined and reflected upon. Broader educational implications of the exploration are discussed in the conclusion.

THE DIASPORA AT HOME: INDIAN VIEWS AND THE MAKING OF ZULEIKHA MAYAT'S PUBLIC VOICE

Africa ◽  
2011 ◽  
Vol 81 (1) ◽  
pp. 23-41 ◽  
Author(s):  
Thembisa Waetjen ◽  
Goolam Vahed
Keyword(s):  
South African ◽  
Print Culture ◽  
Medical Doctor ◽  
Reading Public ◽  
Public And Private ◽  
Family Enterprises ◽  
The Family ◽  
Diasporic Community ◽  
Narrative Account

ABSTRACTThis article examines how the Gujarati-speaking Muslim trading class in South(ern) Africa was linked as a reading public through a newspaper, Indian Views, which had been founded in early twentieth-century Durban in opposition to Mahatma Gandhi's Indian Opinion. Under the editorship of Moosa Meer (1929–63) it was a conduit for sustaining existing social networks as well as offering common narratives that galvanized an idea of community embracing its geographically disparate readership. Between 1956 and 1963, Zuleikha Mayat, a self-described housewife born in Potchefstroom but married to a medical doctor in Durban whom she ‘met’ through the newspaper, wrote a weekly column that represented one of the first instances of a South African Muslim woman offering her ideas in print. She spoke across gender divides and articulated a moral social vision that accounted for both local and diasporic concerns. This article provides a narrative account of how Mayat came to write for Indian Views, a story that underscores the personal linkages within this diasporic community and, more broadly, how literacy and the family enterprises that constituted local print capitalism provided a material means of sustaining existing networks of village and family. It also reveals the role of newspaper as an interface between public and private spaces in helping to create a community of linguistically related readers who imagined themselves as part of a larger print culture.

scholarly journals Diaspora-Building and Cultural Diplomacy: The Greek Community of Jerusalem in Late Ottoman Times and the Mandate

2020 ◽  
pp. 255-272
Author(s):  
Konstantinos Papastathis
Keyword(s):  
Decision Making ◽  
Cultural Diplomacy ◽  
Greek Orthodox ◽  
British Mandate ◽  
Community Institution ◽  
Diasporic Community ◽  
History Of ◽  
Late Ottoman ◽  
The Church

AbstractThis chapter explores the history of the Greek diasporic community of Jerusalem in late Ottoman times and the formative years of the British Mandate. It focuses on the creation of the Greek Colony and its central community institution, the so-called Greek Club, as well as the role of Greek cultural diplomacy both with the Greek community and with Arabs of the Greek Orthodox denomination, in its development. It addresses the establishment and development of the Jerusalem Greek diaspora; its relation to the Greek state; and its links to the Orthodox Patriarchate. Overall, the chapter suggests that Greece could influence, but not control, the decision-making process within the community. The Greek diaspora was excluded from systematic influence in Church administration, lacking power over communal education, and hence politically dependent on the Church.

scholarly journals The role of Armenian language in the preservation of Armenian identity

2018 ◽  
pp. 7-12
Author(s):  
Tatevik Arakelyan
Keyword(s):  
Armenian Identity

The role of Armenian language in the preservation of Armenian identity

scholarly journals Interrogating Structural Racism in STEM Higher Education

2020 ◽  
Vol 49 (9) ◽  
pp. 633-644 ◽  
Author(s):  
Ebony Omotola McGee
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Underrepresented Students ◽  
Mentoring Programs ◽  
Critical Examination ◽  
Structural Racism ◽  
Engineering Mathematics ◽  
Educational Spaces ◽  
Distribution Of Resources

The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. I argue that, even at the top of the education hierarchy, Black STEM doctorate students and PhD degree holders consistently endure the racist residue of higher education institutions and STEM employers. Thus, this manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. I argue that, without a critical examination of the structural racism omnipresent in the STEM, progress in racially diversifying STEM will continue at a snail’s pace.

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