School as Community: The Rough Rock Demonstration

1989 ◽  
Vol 59 (4) ◽  
pp. 484-504 ◽  
Author(s):  
T. McCarty
Keyword(s):  
Native American ◽  
Educational Outcomes ◽  
Social Economic ◽  
Native Language ◽  
Federal Funding ◽  
Institutional Structure ◽  
Governing Board ◽  
Community Based ◽  
Language And Culture ◽  
Outcomes For Children

Teresa L. McCarty takes us to Rough Rock in the center of the Navajo Reservation, and to a bold experiment in Native American ownership of education. As the first school to be run by a locally elected, all-Indian governing board, and the first to incorporate systematically the native language and culture, it proved to be an influential demonstration of community-based transformation. McCarty describes the changes in Rough Rock's social,economic, and political structures, and examines the relation of these changes to educational outcomes for children. Further, she critiques the irony created by the larger institutional structure of federal funding, which both "enables and constrains genuine control over education by Native American communities."

Norns and Norms

2017 ◽  
Author(s):  
Haun Saussy
Keyword(s):  
Native Language ◽  
Literary Language ◽  
Language And Culture ◽  
European Languages ◽  
Western European ◽  
Foreign Text

We often hear that certain words or texts are “untranslatable.” At the root of this judgment lies an exaggerated respect for the native language, which must not be altered by contact with other languages. Against this superstition, it is here argued that translation is one of the great movers of change in language, and accomplishes this precisely through the rendering of difficult and unidiomatic texts. At another level, a purported ethics of translation urges that translations should be “foreignizing” rather than domesticating: this too evidences a normative idea of the integrity of the language and culture of the foreign text. Against such defences of purity, a sense of both language and translation as inherently hybrid, and literary language in particular as macaronic, should open to examination the historical individuality of encounters that every translation records. Examples from Western European languages indicate how this hybridity is to be understood.

scholarly journals The impact of poverty on educational outcomes for children

2007 ◽  
Vol 12 (8) ◽  
pp. 701-706 ◽  
Author(s):  
HB Ferguson ◽  
S Bovaird ◽  
MP Mueller
Keyword(s):  
Educational Outcomes ◽  
Outcomes For Children ◽  
The Impact

The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education

2021 ◽  
pp. 83-99
Author(s):  
Arnold Nyarambi ◽  
Zandile P. Nkabinde
Keyword(s):  
English Language Learners ◽  
School Readiness ◽  
Language Learners ◽  
Educational Outcomes ◽  
English Language ◽  
Immigrant Families ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Outcomes For Children ◽  
K 12

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.

Environmental Justice, Political Ecology, and the Three Bodies of a Mohawk Community

2017 ◽  
Author(s):  
Elizabeth Hoover
Keyword(s):  
Native American ◽  
Environmental Justice ◽  
Political Ecology ◽  
Settler Colonialism ◽  
Community Based

The first chapter introduces the Superfund process, and describes how concepts and theories around environmental justice and political ecology need to be framed with an understanding of settler colonialism to be applied to Native American communities. This introduction also describes the community based methods from which this project was born, and lays out the three bodies (individual, social and political) through which Akwesasro:non responses to topics throughout the book are framed

Community-Based Archaeology in Central New York: Workshops Involving Native American Youth

2003 ◽  
Vol 25 (1) ◽  
pp. 83-90 ◽  
Author(s):  
Jordan E. Kerber
Keyword(s):  
New York ◽  
Native American ◽  
New York State ◽  
Youth Work ◽  
Archaeological Research ◽  
Native American Youth ◽  
Community Based ◽  
Hands On ◽  
Central New York ◽  
Indian Nation

Beginning in 1995, Colgate University has offered seven two-week summer workshops in archaeology to members of the Oneida (Iroquois) Indian Nation of New York Youth Work/Learn Program. These workshops, directed by Jordan Kerber and funded by the Oneida Indian Nation, Colgate University, and the John Ben Snow Foundation, have provided more than one hundred Oneida teenagers with hands-on experiences in the limited excavation and laboratory processing of prehistoric and historic Native American remains in central New York State. This article also discusses the various challenges and benefits of involving a Native American descendant community in archaeological research.

Identifying Patterns of Resilience Using Classification Trees

2009 ◽  
Vol 8 (1) ◽  
pp. 87-98 ◽  
Author(s):  
John Hobcraft ◽  
Wendy Sigle-Rushton
Keyword(s):  
Cohort Study ◽  
Data Analysis ◽  
Educational Outcomes ◽  
Classification Tree ◽  
Classification Trees ◽  
Homogeneous Groups ◽  
Interactive Nature ◽  
British Cohort Study ◽  
Outcomes For Children ◽  
Tree Approach

This paper introduces and illustrates the value of a classification trees approach in the study of resilience. The inherently interactive nature of the resilience construct makes this approach useful. Classification trees are a person-centred approach to data analysis, which successively split the sample into pairs of increasingly homogeneous groups of individuals. We outline the approach and then illustrate using adult educational outcomes for children in the British Cohort Study of 1970 who had experienced foster care. The insights gained from the classification tree approach are contrasted with those obtained from standard regression approaches.

Potentially Conflictogenic Zones in the Language Consciousness of Bilinguals

2020 ◽  
Vol 2 (6) ◽  
pp. 163-169
Author(s):  
Olga V. Balyasnikova ◽  
◽  
Natalya V. Dmitryuk ◽  
Natalya V. Ufimtseva ◽  
◽  
...  
Keyword(s):  
Intercultural Communication ◽  
Comparative Studies ◽  
Research Method ◽  
Native Language ◽  
Semantic Field ◽  
Men And Women ◽  
Language And Culture ◽  
Intercultural Interaction ◽  
Modified Method

The article is devoted to the identification, fixation, and analysis of the conflictogenic zones in the content of the associative (psychological) meaning of words in the language consciousness of speakers of the Russian, Kazakh, and Yakut languages / cultures in modern multiethnic society. Comparative studies reveal quantitative and qualitative discrepancies in the structure of the associative meaning of equivalent words in different languages. These discrepancies are potentially conflictogenic in the situations of interlanguage (intercultural) interaction and manifest themselves both on a conscious and unconscious level. The research method of the article is the free associative experiment. It was conducted in the native language of the informants (i.e., Yakut or Kazakh), and Russian. The informants were national-Russian bilinguals (Yakuts and Kazakhs), and Russians — students of various universities, aged 17 to 25, with at least 100 people being in each sample (men and women in equal numbers). The lexemes of the semantic field “family” were chosen as the stimulus words. The experimental material was analyzed using the modified method of semantic gestalt by Yu.N. Karaulov. The results obtained made it possible to identify the existing differences in the content of the language consciousness of the speakers of the Russian, Kazakh, and Yakut languages / cultures and to answer the question of how the content of the language consciousness of bilinguals is affected by their native language and culture. The results of the research can be used to optimize intercultural communication and prevent communicative and other conflicts.

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