scholarly journals Teachers of Dine Language and Culture Building Enduring Systems of Support

2019 ◽  
Vol 7 (4) ◽  
pp. 331-341
Author(s):  
Louise Lockard ◽  
Velma Hale
Keyword(s):  
Multicultural Education ◽  
Teaching And Learning ◽  
Graduate Course ◽  
Language And Culture ◽  
History Of ◽  
Data Source ◽  
Rich Data ◽  
Learning Logs ◽  
Navajo Education ◽  
Systems Of Support

In response to the question, “How do we build enduring systems of support for our children within our classrooms and communities?” we examined the learning logs of Dine teachers in a graduate course: Foundations of Bilingual Multicultural Education. We asked, “Who are you now? How will you continue to grow and develop professionally? How does your understanding of history, research and current practice in the field of Navajo education inform and improve your own teaching and learning?” We attempted to gain a sense of the whole from this rich data source which focuses on concrete events in the stories of the participants, listening for the unique stories of how teachers learned to value their language and why they continue to teach it, exploring the institutions of literacy and power in which teachers work and live.  Each teacher understands the history of language teaching in a different way; each teacher passes this understanding on to her students in a different way. The texts of the reading logs challenged and moved our thinking as researchers beyond our understanding when this process began.

Textbooks as Data for the Study of the History of Economics: Lowly Beast or Fruitful Vineyard?

2012 ◽  
pp. 193-207
Author(s):  
Steven G. Medema
Keyword(s):  
Coase Theorem ◽  
Journal Articles ◽  
History Of Economics ◽  
History Of ◽  
New Ideas ◽  
Data Source ◽  
Rich Data

Historians of economics have paid minimal attention to the diffusion of economic ideas in the textbook literature. Given the low esteem in which textbooks are held as embodiments of scholarship and the propensity of historians of economics - and intellectual historians generally - to focus on the production of scholarship through more lofty venues such as journal articles and scholarly books, this lack of attention to the textbook literature is in some ways understandable. This article argues that the textbook literature constitutes an incredibly rich data source for the historian of economics. In doing so, it offers illustrations from the treatment of the Coase theorem in the textbooks, with a view both to showing how the textbook literature enhances our understanding of the diffusion of economic ideas and how attempts by authors to grapple with new ideas in the context of the textbook literature can result in divergences between how these ideas are treated in the scholarly and textbook literatures.

scholarly journals Designing multilingual and multicultural curriculum

2020 ◽  
pp. 6-23
Author(s):  
Alsu M. Gilmetdinova ◽  
Keyword(s):  
Curriculum Development ◽  
Multicultural Education ◽  
Teaching And Learning ◽  
English Language ◽  
Selection Process ◽  
Curriculum Evaluation ◽  
Diverse Students ◽  
Language And Culture ◽  
The Relationship ◽  
Culture And Language

What is the relationship between language and culture? What role do language and culture play in designing curriculum that is inclusive of the needs of linguistically and culturally diverse students? What does multicultural and multilingual curriculum development look like? Scholarship on multicultural education acknowledges a strong interactive relationship between language, culture and learning and includes the benefits of bilingual instruction for multilingual students (Gay, 2010); yet, often the assumption is that “coming to voice takes place in English only” (Macedo & Bartolomé, 20zxsss14). Similarly, curriculum development for multicultural education is mainly done in the English language. The purpose of this article is to integrate both culture and language into the review of curriculum development that embraces both linguistic and cultural needs of diverse students. Using Sleeter’s (2005) Un-Standardizing curriculum: Multicultural teaching in the standards-based classroom this targeted review encloses relevant scholarship in the fields of multilingual and multicultural education rooted in 4 central questions of curriculum theory: Question 1: What purposes should the curriculum serve? Question 2: How should knowledge be selected, who decides what knowledge is most worth teaching and learning, and what is the relationship between those in the classroom and the knowledge selection process? Question 3: What is the nature of students and the learning process, and how does it suggest organizing learning experiences and relationships? Question 4: How should curriculum be evaluated? How should learning be evaluated? To whom is curriculum evaluation accountable? (Sleeter, 2005) The results of the review provide educators and curriculum developers with much needed guidelines for developing comprehensive, culture and language sensitive curriculum.

Pendidikan Multikultural Upaya Membangun Keberagaman Inklusif di SMA Negeri 1 Bumiayu Kabupaten Brebes

2016 ◽  
Vol 1 ◽  
pp. 197-206
Author(s):  
Siti Bariroh
Keyword(s):  
Multicultural Education ◽  
Religious Education ◽  
Ethnic Diversity ◽  
School Principal ◽  
School Students ◽  
Language And Culture ◽  
National Education ◽  
Elderly Parents ◽  
Wide Range ◽  
School Committees

The people of Indonesia are heterogeneous, in terms of religion or kepecayaan, culture, ethnicity, language and culture, because Indonesia is a country that Berbhineka Tunggal Ika, with a classification of social, cultural and excellence culture and geography, is one of the biggest advantages of a multicultural world , The roots of multicultural education, coming from intensive care to spread the views on the importance of the background of learners, both in terms of aspects of culture, ethnicity and religion. Educational attention in earnest background of learners is the forerunner for the emergence of multicultural education.        Multicultural education is composed of two terms, namely education and multicultural. Education means the development process and the attitude of a person or group of conduct in an attempt to mature through teaching, training, processes, and how to educate. Multicultural interpreted as cultural diversity, a variety of politeness. The concept of multicultural education in the journey widespread, especially countries that have ethnic diversity, rationalism, religion and culture like Indonesia.   SMA Negeri 1 Brits Brebes are public school students come from various backgrounds, ranging from the academic year 2011-2016 has been practicing multicultural education, given its students are not from the same religion, namely Islam, but there are also students who are non-Muslims are Catholic and Protestant, with an approach and interviews with parents guardians and students, they are welcomed, the provision of teaching of religious education non-Muslims, and runs well without any intimidation and discrimination, because the kids are already observed by the schools in following the teachings of his religion, although in the District brebes no teacher of Religious Education in addition to Islam, with the help of the church, can run smoothly, from planning, mobilization, organization and evaluation and control are done by the school, school committees and offices of National Education and Ministry of Religious Affairs Brebes Brebes. In this research use, qualitative research methods, by presenting a wide range of anchovies in favor, with the data collection through: observation, interviews, and questionnaires to the school principal, school committees, teachers Muslims and non-Muslims, and elderly parents are Muslim and non-Muslims, as well as the students were Muslims and non-Muslims to Obtain valid the data, the number of students taking the population of parents and guardians are non-Muslims, principals, school committees and teachers partly that Muslims and non-Muslims.

scholarly journals Enacting alternatives to nationalist essentialising in language learning: Students’ voices

2021 ◽  
pp. 001458582098650
Author(s):  
Gloria De Vincenti ◽  
Angela Giovanangeli
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Critical Discourse ◽  
Innovative Teaching ◽  
Language And Culture ◽  
Theoretical Approaches ◽  
Alternative Approaches

Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.

scholarly journals Afrikaans as universiteitstaal: Onlangse ontwikkelinge in historiese en internasionale perspektief

Literator ◽  
1994 ◽  
Vol 15 (1) ◽  
pp. 33-58 ◽  
Author(s):  
J. C. Steyn
Keyword(s):  
South African ◽  
Political Power ◽  
Language Community ◽  
Language And Culture ◽  
The Past ◽  
South African Universities ◽  
History Of ◽  
Official Status

A study of the history of South African universities from 1918 to 1948 showed that six factors influenced the use of a particular language as a language medium at a university, namely economic and political power, as well as the number of people in the language community (which determines matters such as the official status of the language and the availability of money for universities), lecturers' and students ’ knowledge of the language, its position as scholarly language, language loyalty and attitudes toward other languages and the support enjoyed by language and related ideologies. Whereas these factors were reasonably favourable for Afrikaans universities in the past, they currently pose a threat to the survival of Afrikaans-medium universities. The standpoint is defended that retaining Afrikaans as educational and scholarly language should be an important factor when making decisions on universities. The tension between internationalisation and retention of the own language and culture is also topical in Europe, and steps have been taken to try to protect the retention of Dutch as language medium at Dutch and Flemish universities.

Lessons Learned from National Food Fortification Projects: Experiences from Morocco, Uzbekistan, and Vietnam

2012 ◽  
Vol 33 (4_suppl3) ◽  
pp. S281-S292 ◽  
Author(s):  
James P. Wirth ◽  
Arnaud Laillou ◽  
Fabian Rohner ◽  
Christine A. Northrop-Clewes ◽  
Barbara Macdonald ◽  
...  
Keyword(s):  
National Policy ◽  
Lessons Learned ◽  
Consumption Patterns ◽  
Primary Data ◽  
Micronutrient Deficiencies ◽  
Global Alliance ◽  
Market Structures ◽  
History Of ◽  
Data Source

Background Fortification of staple foods has been repeatedly recommended as an effective approach to reduce micronutrient deficiencies. With the increased number of fortification projects globally, there is a need to share practical lessons learned relating to their implementation and responses to project-related and external challenges. Objective To document the achievements, challenges, lessons learned, and management responses associated with national fortification projects in Morocco, Uzbekistan, and Vietnam. Methods Independent end-of-project evaluations conducted for each project served as the primary data source and contain the history of, and project activities undertaken for, each fortification project. Other sources, including national policy documents, project reports from the Global Alliance for Improved Nutrition (GAIN) and other stakeholders, industry assessments, and peer-reviewed articles, were used to document the current responses to challenges and future project plans. Results All projects had key achievements related to the development of fortification standards and the procurement of equipment for participating industry partners. Mandatory fortification of wheat flour was a key success in Morocco and Uzbekistan. Ensuring the quality of fortified foods was a common challenge experienced across the projects, as were shifts in consumption patterns and market structures. Adjustments were made to the projects' design to address the challenges faced. Conclusions National fortification projects are dynamic and must be continually modified in response to specific performance issues and broader shifts in market structure and consumption patterns.

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