scholarly journals Redefining Kurdishness in the U.S. Diaspora: The experiences of Kurdish Students and Their Parents in Nashville Schools

2019 ◽  
Vol 6 (2) ◽  
pp. 44
Author(s):  
Demet Arpacık
Keyword(s):  
Middle Eastern ◽  
Identity Transformation ◽  
Educational Institutions ◽  
Diaspora Studies ◽  
Politics Of Identity ◽  
Complex Process ◽  
History Of ◽  
And Gender ◽  
Racial Ethnic ◽  
The U.S

As a result of a cumulative history of genocide, discrimination, and assimilation, Kurds have found refuge in many countries around the world, including the U.S., with the hope of practicing their culture and speaking their language without the fear of imprisonment or death. Unlike their fellow Kurds in the homeland, Kurdish people in the U.S. largely have the freedom to talk in Kurdish, dance, and sing in Kurdish, and dress Kurdish clothing. Kurdish people enjoy certain political and cultural freedoms in the U.S., which is largely absent in their homeland (Hassanpour, Skutnab-Kangas, & Cyhet, 1996) but the on-going war on terror brings about new constraints and limits to these freedoms (Thangaraj, 2015b). This research aims to understand the dynamics of the Kurdish identity transformation and negotiations in the context of the U.S. diaspora and the role of educational institutions, as one of the primary spaces of encounter with the mainstream U.S. society, in this transformation. It seeks answers to how Kurdish students and their parents, as an inherently heterogeneous group, go through the complex process of negotiation of their identities in and through Nashville, Tennessee school system. It aims to understand the new struggles and possibilities that the Kurdish diaspora experience as they look for a place in the new society that has its own politics of identity. What does the information about Kurdish students and their parents’ experiences tell us about the sociopolitical context of the new country and its racial, ethnic and gender relations and more specifically about the educational system as one of its institutions in reproducing these relations and placing Kurds somewhere in the spectrum of these relations? How does the case of Kurdish students and parents speak to the larger Middle Eastern diaspora studies?

scholarly journals Women in the Silver Mines of Potosí: Rethinking the History of “Informality” and “Precarity” (Sixteenth to Eighteenth Centuries)

2019 ◽  
Vol 65 (2) ◽  
pp. 289-314
Author(s):  
Rossana Barragán Romano
Keyword(s):  
Underground Mining ◽  
Labour Force ◽  
New Technology ◽  
Early Stages ◽  
Complex Process ◽  
Silver Mining ◽  
History Of ◽  
Traditional Technologies ◽  
And Gender

AbstractUnderground mining in Potosí was a male sphere. Nevertheless, women were actively involved in the early stages of silver mining in Potosí, when traditional technologies were still in use. They also played an important role in the local ore market. After the introduction of new technology and the reorganization of the labour force, the process of refining ore was much more complicated. Women then participated in some stages of the process: in selecting the ores and sieving. This implies that mining is a complex process with a labour and gender division that has been underrated and underestimated. More importantly, women became owners of rudimentary mills (trapiches) where the ore was processed, selling different amounts of silver to the Spanish authorities, making their living in this way.

Data System-Embedded Analysis Support's Implications for Latino Students and Diverse Classrooms

2017 ◽  
pp. 444-464
Author(s):  
Jenny Grant Rankin
Keyword(s):  
Broad Spectrum ◽  
Urban Areas ◽  
Latino Students ◽  
Minority Group ◽  
Data Use ◽  
Student Needs ◽  
Diverse Classrooms ◽  
History Of ◽  
Racial Ethnic ◽  
The U.S

Urban school populations are particularly diverse, requiring teachers to see to a broad spectrum of student needs. Latinos are the largest and fastest growing racial/ethnic minority group of students in the U.S., and the majority of Latino students live in urban areas. Data can be a powerful tool when used by teachers to target specific student needs, especially those of subgroups with a history of academic struggle. Latino students are commonly featured in not just one, but three large subgroups that typically struggle academically when compared to peers outside these subgroups: the Hispanic, Socio-economically Disadvantaged, and English Learner subgroups. It is vital teachers use data to better understand and meet these students' needs. However, such data use can only benefit students if teachers understand its meaning and implications. This chapter highlights study findings that can significantly improve teachers' ability to use data to help Latinos and other students in diverse classrooms.

From “Americanization” to “Latinization”

2017 ◽  
Author(s):  
Glenda M. Flores
Keyword(s):  
Latino Youth ◽  
Language Minority ◽  
Mexican Origin ◽  
Minority Children ◽  
Latina Teachers ◽  
Subtractive Schooling ◽  
History Of ◽  
California Schools ◽  
Racial Ethnic ◽  
The U.S

While Mexican-origin children and other racial/ethnic and language-minority children were once forced to undergo Americanization programs that urged them to assimilate into a white mainstream, the remnants of these policies still influence the workplace culture that Latina teachers encounter daily, but “majority–minority” schools allow for a different scenario. This chapter situates the study in the literature from various disciplines, drawing from theories about workplace inequities and educational disenfranchisement. It relies on classical and contemporary educational theories to detail the history of segregation Latino youth faced in the U.S. educational system and in southern California schools. It connects cultural deficit and subtractive schooling theories to argue that these perspectives linger, influencing the measures Latina teachers take once in their jobs. It explains how Latino ethnic culture is a powerful asset that Latina teachers bring to their workplaces to promote educational attainment.

Data System-Embedded Analysis Support's Implications for Latino Students and Diverse Classrooms

2020 ◽  
pp. 843-863
Author(s):  
Jenny Grant Rankin
Keyword(s):  
Broad Spectrum ◽  
Urban Areas ◽  
Latino Students ◽  
Minority Group ◽  
Data Use ◽  
Student Needs ◽  
Diverse Classrooms ◽  
History Of ◽  
Racial Ethnic ◽  
The U.S

Urban school populations are particularly diverse, requiring teachers to see to a broad spectrum of student needs. Latinos are the largest and fastest growing racial/ethnic minority group of students in the U.S., and the majority of Latino students live in urban areas. Data can be a powerful tool when used by teachers to target specific student needs, especially those of subgroups with a history of academic struggle. Latino students are commonly featured in not just one, but three large subgroups that typically struggle academically when compared to peers outside these subgroups: the Hispanic, Socio-economically Disadvantaged, and English Learner subgroups. It is vital teachers use data to better understand and meet these students' needs. However, such data use can only benefit students if teachers understand its meaning and implications. This chapter highlights study findings that can significantly improve teachers' ability to use data to help Latinos and other students in diverse classrooms.

Chicano/a Challenges to Nineteenth-Century History

2012 ◽  
Vol 82 (4) ◽  
pp. 566-580 ◽  
Author(s):  
Raúúl A. Ramos
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Race And Gender ◽  
Northern Mexico ◽  
Imperial Expansion ◽  
History Of ◽  
The Subject ◽  
And Gender ◽  
The U.S

This article explores the usefulness of Chicano/a history to teaching and representing the nineteenth-century history of northern Mexico, U.S. imperial expansion, and the constructed nature of borders. Typically considered a twentieth-century discipline, Chicano/a historians have a long history of engaging the subject in the nineteenth century. This focus dovetails with recent critical works on race and gender in the U.S. West as well as transnational approaches to history. This article makes the case that the perspective on the nineteenth century provided by Chicano/a historians forces readers to reframe their understanding of the sweep of U.S. history.

scholarly journals Risk Perceptions of Low Nicotine Cigarettes and Alternative Nicotine Products across Priority Smoking Populations

2021 ◽  
Vol 18 (10) ◽  
pp. 5311
Author(s):  
Rachel L. Denlinger-Apte ◽  
Lauren R. Pacek ◽  
Jennifer Cornacchione Ross ◽  
Maansi Bansal-Travers ◽  
Eric C. Donny ◽  
...  
Keyword(s):  
Relative Risk ◽  
Risk Perceptions ◽  
Absolute Risk ◽  
Adult Population ◽  
Relative Risks ◽  
And Gender ◽  
Priority Populations ◽  
Product Standard ◽  
Racial Ethnic ◽  
The U.S

Background: As the U.S. Food and Drug Administration considers a low nicotine product standard for cigarettes, it is important to examine how people who smoke, especially individuals from priority populations disproportionately affected by smoking, perceive low nicotine content (LNC) cigarettes and their relative risk perceptions of alternative nicotine delivery system (ANDS) products, including e-cigarettes and snus, and medicinal nicotine. Methods: Data are from Wave 4 (2016–2017) of the adult Population Assessment of Tobacco Use and Health (PATH) Study. We examined respondents’ absolute risk perceptions about nicotine, LNC cigarettes, ANDS products and medicinal nicotine; their relative risk perceptions of LNC cigarettes and ANDS products compared to conventional cigarettes; and their relative risk perceptions of medicinal nicotine compared to ANDS products. Results: The majority of respondents across priority smoking populations indicated snus, e-cigarettes, and LNC cigarettes were ‘about the same’ level of harmfulness or addictiveness as conventional cigarettes. The majority of respondents indicated e-cigarettes to be ‘about the same’ harmfulness as medicinal nicotine. Conclusions: Our study indicates that adults who smoke cigarettes generally have misperceptions about the harms of nicotine and the relative risks of ANDS products and such misperceptions exist regardless of their racial/ethnic identity, sexual orientation, and gender identity.

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