scholarly journals All American Yemeni Girls

2005 ◽  
Vol 22 (2) ◽  
pp. 121-124
Author(s):  
Amani Hamdan Alghamdi
Keyword(s):  
Public Schools ◽  
Public School ◽  
Gender Roles ◽  
Gender Identity ◽  
Detailed Analysis ◽  
School System ◽  
Muslim Woman ◽  
Public School System ◽  
Western Society ◽  
At Home

In her book, Loukia Sarroub offers an ethnographic account of the lives ofsix Yemeni-American girls by following them through public schools from1997-2002 to “obtain a deeper and richer understanding of their day-to-daylives at home and at school” (p. 19). By observing them in the school,home, malls, and mosque, as well as at their community’s social occasions,Sarroub investigates the tensions between their lives and identities in theAmerican public school system and their family lives at home, both in theUnited States and in Yemen, their land of origin.In the first chapter, Sarroub details the theories behind her ethnographicresearch, introduces the research background, reviews theresearch methodology, and gives an overview of the participants. In chapter2, she chooses Layla, one of the Yemeni-American girls, as a representativeof the group. As Sarroub explains, Layla struggled to find aspace for herself, because “it was not always clear to her whether she was an American or a Yemeni, and her attitude toward her home and schoollives reflected her consternation with both identities” (p. 30). Being anArab Muslim woman myself and living as a minority in a western society,I can relate to the struggle between gender roles. The girls’ roles areprescribed by culture and traditions, and their gender identity is constructedin ways that have been influenced by American society.Therefore, I expected the author to provide a more detailed analysis ofhow adolescents construct their gender identity in both Arab MuslimYemeni and secular American cultures ...

scholarly journals Divulgação científica sobre os fósseis de Picos, Piauí

2021 ◽  
Vol 12 (2) ◽  
pp. 203-213
Author(s):  
Joceane Layane Rodrigues De Moura ◽  
Jhenys Maiker Santos ◽  
Paulo Victor De Oliveira ◽  
Patricia Da Cunha Gonzaga Silva
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Public School System ◽  
The Public ◽  
Science Popularization ◽  
Marine Fossils ◽  
Adolescents And Adults ◽  
Paleontological Heritage ◽  
Relationship Of

O município de Picos, na mesorregião sudeste do Estado do Piauí, Brasil, destaca-se pela grande diversidade fossilífera, representada principalmente por fósseis marinhos com idade em torno de 380 milhões de anos, pertencentes ao período geológico conhecido como Devoniano. Para difundir o conhecimento sobre esse tema, pesquisadores do Laboratório de Paleontologia da Universidade Federal do Piauí (UFPI), Campus Senador Helvídio Nunes de Barros, desenvolveram um projeto de divulgação científica sobre paleontologia em escolas públicas do município de Picos, com ênfase no patrimônio paleontológico local. Foram realizadas oito intervenções compostas por oficinas pedagógicas para crianças, palestras temáticas e exposições itinerantes de fósseis, para adolescentes e adultos da rede pública de educação, em oito unidades escolares, totalizando um público de 1.160 integrantes da comunidade escolar. Essas intervenções constituem parte de um programa de popularização da ciência paleontológica intitulado Programa de Divulgação Científica em Paleontologia na rede pública de ensino de Picos, Piauí, que visa facilitar o acesso à ciência, incentivar a preservação dos fósseis, e fomentar o desenvolvimento de uma relação de identidade cultural com o patrimônio fossilífero da região. Palavras-chave: Paleontologia; Popularização da Ciência; Nordeste do Brasil Scientific disclosure about fossils in Picos, Piauí Abstract: The Picos municipality in the southeastern mesoregion of the Piauí State, Brazil, stands out for the large fossiliferous diversity represented mainly by marine fossils aged around 380 million years, from the geological period known as Devonian. To disseminate knowledge on the subject, researchers from the Laboratório de Paleontologia da Universidade Federal do Piauí (UFPI), Campus Senador Helvídio Nunes de Barros, developed a project for the scientific divulgation on paleontology in public schools in the municipality of Picos, with an emphasis on the local paleontological heritage. Eight interventions were carried out, composed of pedagogical workshops for children, thematic lectures, and itinerant exhibitions of fossils for adolescents and adults from the public-school system in eight school units, totaling an audience of 1,160 members of the school community. These interventions are part of a program for the popularization of paleontological science entitled the Program for Scientific Dissemination in Paleontology in the public-school system of Picos, Piauí (Brazil), which aims to facilitate access to science, encourage the preservation of fossils, and foster the development of a relationship of cultural identity with the region's fossiliferous heritage. Keywords: Paleontology; Science Popularization; Northeast Brazil

Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi’s Public Schools, 1913–1940

2021 ◽  
Vol 123 (8) ◽  
pp. 59-85
Author(s):  
Derek Taira
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Social Systems ◽  
White Male ◽  
American Exceptionalism ◽  
Public School System ◽  
Historical Inquiry ◽  
School Officials ◽  
The University

Background/Context: Current historical understanding of Hawaiʻi’s territorial period celebrates American education as a crucial influence on the islands’ political development. In particular, the territory’s public school system represents an essential institution for spreading democratic freedom, fostering social mobility, and, more importantly, establishing America’s presence as a positive influence on Hawaiʻi’s political destiny. There has yet, however, to be a critical look at how White territorial school leaders used the public school system as a settler colonial institution with the intent of producing a compliant non-White population accepting of the nation’s racially stratified social, political, and economic systems of inequality. Focus of Study: Making Hawaiʻi American was about controlling the islands’ past and determining its future. Cultivating consent, as this article contends, was a critical strategy to reach this end. White school officials used their uncontestable authority to uproot local history and social systems and replace them with narratives affirming American exceptionalism and racial segregation. Throughout the territorial period (1900–1959), they designed and supported formal and informal schooling practices and policies to inculcate Hawaiʻi’s majority nonwhite students with American values, norms of behavior, and political beliefs to socially engineer acceptance of White American authority and racial hierarchy. Through repetition and enforcement of these practices and policies, they sought to replace the unfavorable local memory of American involvement in the forced 1893 overthrow of Queen Liliʻuokalani and Native protests over U.S. annexation in 1898 with an affirmative, progressive narrative justifying America’s presence and jurisdiction as a beneficent enterprise. Research Design: This article brings historical inquiry to this topic and uses archival materials from the University Archives and Pacific-Hawaiian Collections at the University of Hawaiʻi at Mānoa. Those include the entire collection of the Hawaii Educational Review, correspondence and memos produced by schoolmen (White male school officials and administrators), and newspaper clippings. It also draws on secondary literature to help further contextualize this topic. Conclusions/Recommendations: The history of White educators in territorial Hawaiʻi reveals how public education under their leadership constituted a colonizing project designed to limit student opportunities and determine their futures. The challenge for scholars and educators is not to consign such histories to mere reflections on past mistakes but to identify how forms of oppressive education continue to manifest in schools today and impact student lives.

EDUCATING BOYS TO BE QUEER: BRADDON’S LADY AUDLEY’S SECRET

2002 ◽  
Vol 30 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Jennifer S. Kushnier
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Close Friend ◽  
Public School System ◽  
The Novel ◽  
The Public ◽  
Eton College ◽  
Lady Audley's Secret ◽  
Heterosexual Marriage

AT THE END OF MARY ELIZABETH BRADDON’SLady Audley’s Secret (1862), her hero- detective Robert Audley marries the near-identical sister of George Talboys, his one close friend since their days at Eton College years before. Throughout the novel, Braddon characterizes Robert as having effeminate mannerisms and a strong longing to be with George. She consciously makes him an alumnus of Eton College, which one contemporary critic cited as a prime example of “characteristic faults and virtues” of the entire public school system (Payne 35). One perceived “fault” of the public schools in particular was that homosexuality and homoeroticism were condoned among the boys, who were later expected to “become” heterosexual upon graduation. But Robert’s homoerotic urges do not disappear with his “purchase” of a heterosexual marriage at the novel’s end.

scholarly journals Economic and Social Impacts of Public Schools Management on the City of New Orleans and the State of Louisiana

2020 ◽  
Vol 6 (2) ◽  
pp. 1
Author(s):  
Matthew Uwakonye ◽  
Gbolahan S. Osho ◽  
Onochie Jude Dieli ◽  
Michael Adams
Keyword(s):  
Public Schools ◽  
Public School ◽  
New Orleans ◽  
School Performance ◽  
School System ◽  
Poor Performance ◽  
Public School System ◽  
The Public ◽  
Inner Cities ◽  
The City

Poverty, illiteracy, and crimes are key factors that commonly lead to poor performance in public schools in many inner cities. Without an adequate solution to eradicate these issues, a city could propel towards a path to destruction. Over the past decade, the city of New Orleans, which is known for its exotic party atmosphere, has been crippled by its failing school system, as well as increasing crime and poverty rates. New Orleans has eagerly strived to improve its social stature, but there are several issues that affect the performance of the public school system. Several research studies have shown that strong education is the key to both economic growth and crime rate reduction. Within the city of New Orleans, it is often realized that the management of the public school system has a major impact on the student’s success rate. Statistics shown that within the recent years, tests scores have been continuously lower, crime has been higher than expected, and the teacher’s salary has been unsatisfactory. This prompts the question of whether there are significant associations between social economic factors and public school performance in inner city such as New Orleans. Hence, this current research will attempt to examine factors contributing to public school performance in New Orleans.

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