Language and the Many Histories of Brazilian Inequality

2011 ◽  
Vol 9 ◽  
Author(s):  
Brodwyn Fischer
Keyword(s):  
Educational Policies ◽  
Social Difference ◽  
Gender Dynamics ◽  
Language Literacy ◽  
The Rich ◽  
Language And Education ◽  
And Gender ◽  
The Many

There are numerous historical critiques of elitist educational policies in Brazil, as well as studies of the racial and gender dynamics of education, and scholars have routinely lamented the historical lack of access to schooling among the Brazilian poor. But surprisingly few historians have taken on language and education as durable categories of inequality—created, recognized, legitimized, and acted upon over many generations, constitutive elements in Brazil’s constellation of social difference. This is especially remarkable given the rich and repeated emphasis on language, literacy, and education that characterized debates about Brazilian inequality in the century after independence.

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

Reason, language and education: philosophical assumptions for new curricular orientations

2006 ◽  
Vol 14 (2) ◽  
pp. 149-169
Author(s):  
Marianna Papastephanou ◽  
Mary Koutselini
Keyword(s):  
Language And Education

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

Medics as a Channel for Worksite Health Promotion in Remote Global Locations

2012 ◽  
Vol 26 (6) ◽  
pp. 352-355 ◽  
Author(s):  
Piroska A. Bisits Bullen
Keyword(s):  
Health Promotion ◽  
Survey Data ◽  
Comparison Group ◽  
Intervention Group ◽  
Target Population ◽  
Monthly Basis ◽  
Remote Environment ◽  
Worksite Health ◽  
Barriers To Implementation ◽  
Language And Education

Purpose. In the energy and mining sectors, it is common for employees to work in geographically remote locations, often with a medic for emergency response. This study evaluated an intervention to increase the number of medics conducting health promotion in remote worksites. Design. Interviews were conducted to gather data for informing intervention and survey development. The intervention was evaluated in a quasiexperimental posttest-only comparison group design using survey data collected at baseline and again after 12 months. Setting. The intervention was implemented in remote worksites (N = 201). There were 96 worksites in the intervention condition and 105 sites in the control condition. Subjects. The target population was medics, including nurses, doctors, and paramedics, operating in remote worksites in 44 countries. Intervention. The intervention was a series of campaign tool kits. The tool kits were adapted to the remote environment and could be customized for culture, language, and education level. Measures. The survey assessed frequency of health promotion activities, satisfaction with the intervention, and barriers to implementation. Analysis. Survey data were analyzed using descriptive statistics and χ2 tests. Interview results were coded to identify themes. Results. Most medics (88%) in the intervention group reported running “tool box talks” (short education sessions) on at least a monthly basis, compared with 78% in the comparison group (p = .056). The trend was similar for displaying posters (71% vs. 55%; p = .021) and advocating for policy changes (84% vs. 71%; p = .027). Medic satisfaction was high. Difficulty distributing tool kits was the main barrier to implementation. Conclusions. When provided with appropriate tools, medics may be an ideal channel for health promotion in remote worksites.

Sign in / Sign up

Export Citation Format

Share Document