Words Were All We Had

2018 ◽  
pp. 205-223
Author(s):  
Elizabeth Goulette
Keyword(s):  
Public Schools ◽  
Classroom Discourse ◽  
Hispanic Students ◽  
Language And Identity ◽  
Social Injustice ◽  
Diverse Students ◽  
Language Practices ◽  
Critical Information ◽  
American Schools ◽  
Schooling Practices

Language and identity are inextricably intertwined. Over the years, countless Hispanic students have been categorized dichotomously in schools in ways that marginalize their language practices and restrict their evolving identities. American public schools often unjustly force Hispanic students to deny who they are, stripping them of the ability to retain their self-claimed identity and linguistic freedom. This common practice in American schools is nothing short of social injustice. Therefore, the overall purpose of this study was to illuminate and more deeply understand Hispanic youth's experiences in schools and to examine closely through analysis of classroom discourse and interaction the identities and ideologies that come into play in FLL-HLL mixed classrooms. The analysis presented in this chapter reveals critical information about how these diverse students see themselves, information that might otherwise be constrained by schooling practices (i.e. labeling and categorization), which marginalize rather than empower diverse students.

Green Schools: Strengthening Our Economy by Investing in Our Children

2009 ◽  
Vol 19 (2) ◽  
pp. 255-257
Author(s):  
John M. Weekes
Keyword(s):  
Public Schools ◽  
Teacher Turnover ◽  
Energy Use ◽  
The United States ◽  
School Design ◽  
Percent Reduction ◽  
Green Schools ◽  
History Of ◽  
American Schools ◽  
Student Absenteeism

An architect looks at the history of school design and construction in the United States, which by 2008 had approximately 97,000 public schools holding 54.3 million students and five million teachers. About 73 percent of the schools were built prior to 1969. A study has shown that Green Schools can produce a 30–50 percent reduction in energy use, 35 percent reduction in carbon dioxide, a 40 percent reduction in water use, and cut 70 percent in solid waste. Further, student absenteeism and teacher turnover were reduced and productivity increased three percent. If all American schools were Green, the country would save nearly $1 trillion in the next 10 years.

Land of the Rising Pulse: A Social Ecological Perspective of Physical Activity Opportunities for Schoolchildren in Japan

2014 ◽  
Vol 33 (3) ◽  
pp. 304-325 ◽  
Author(s):  
Collin Andrew Webster ◽  
Naoki Suzuki
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
The United States ◽  
Ecological Perspective ◽  
Daily Routines ◽  
School Based ◽  
Social Ecological ◽  
Factors Influencing ◽  
American Schools ◽  
Japanese Schools

The uptake of policies and recommendations to promote physical activity (PA) in American schools has been slow. It can be useful to investigate international contexts where school-based PA promotion has had more success and consider whether facilitative factors have transferability to American schools. This study employed a social ecological perspective to examine the school-based PA opportunities for Grade 2 students in Japan and the factors influencing these opportunities. Observations in five public schools, relevant documents, and interviews with teachers, principals, and district and ministry officials were analyzed using constant comparison. Findings showed multiple PA opportunities existed in daily routines and throughout the year. Government policy had a downstream influence on all lower levels of the education system. Many of the PA opportunities Japanese schools provided align with American recommendations, but different educational priorities between Japan and the United States might make implementing these opportunities more challenging in American schools.

scholarly journals Bilingual intercultural education and Andean hip hop: Transnational sites for indigenous language and identity

2012 ◽  
Vol 41 (4) ◽  
pp. 499-525 ◽  
Author(s):  
Nancy H. Hornberger ◽  
Karl F. Swinehart
Keyword(s):  
Hip Hop ◽  
Intercultural Education ◽  
Language And Identity ◽  
Indigenous Language ◽  
Master's Program ◽  
Language Practices ◽  
Linguistic Resources ◽  
Globalizing World ◽  
El Alto ◽  
Bilingual Intercultural Education

AbstractExploring contemporary Aymara and Quechua speakers' engagements with multilingualism, this article examines two transnational sites of Indigenous language use in Bolivia—a master's program in bilingual intercultural education in Cochabamba and a hip hop collective in El Alto. Responding to the call for a sociolinguistics of globalization that describes and interprets mobile linguistic resources, speakers, and markets, we draw on long-term ethnographic fieldwork to explore the transnational nature of these mobile and globalized sites, ideologies of Indigenous language and identity present there, and flexible language practices therein. From our analysis of selected narratives and interactions observed and recorded between 2004 and 2009, we argue that these sites, ideologies, and language practices constitute productive spaces for Indigenous language speakers to intervene in a historically and enduringly unequal, globalizing world. (Indigeneity, mobility, translanguaging, flexible language practices, multilingual repertoire, global hip hop)*

School Community: A Better Way for Addressing School Violence

1998 ◽  
Vol 17 (3-4) ◽  
pp. 39-47
Author(s):  
Gordon S. Gates ◽  
Gwyn A. Boyter ◽  
Judy T. Walker ◽  
Harold Hill
Keyword(s):  
Public Schools ◽  
School Violence ◽  
Youth Violence ◽  
Community Building ◽  
School Community ◽  
Preventative Measure ◽  
Counter Measures ◽  
Student Violence ◽  
American Schools ◽  
The Impact

In order to understand the importance of school community as both a response and a preventative measure to violence in the American school, the paper discusses the nature and scope of youth violence and its connection to violence in American schools. Next, actions that are being taken to deal with student violence are explored. The impact that violence and its counter-measures have on the school as community are identified and lead into the definition, scope, and nature of community. Finally, practices involved in community building in schools are presented as a way for educators to go about the task of discussing and dealing with violence in schools without destroying further the fabric of trust and confidence needed for running public schools.

scholarly journals Resistance and Local Control of American Multicultural Education in the Era of Globalization

2019 ◽  
Vol 2 ◽  
pp. 00011
Author(s):  
Irma Febriyanti
Keyword(s):  
Public Schools ◽  
Multicultural Education ◽  
School Board ◽  
Local Control ◽  
School System ◽  
Gain Control ◽  
Cultural Influences ◽  
Education Policies ◽  
Global Movement ◽  
American Schools

This paper focuses on the process and result of creating a local control and the development of American schools in Newark, New Jersey. Being poor and insecure neighborhoods, Newark also has a 25 percent higher crime rate than the national average in the US which affects the school system, especially to the minorities. A disproportionate impact on minorities happens because of Newark’s population is 75 percent Black and Hispanic. As the ¾ part of the population, the minorities in Newark had not been able to decide their school system based on the locals’ needs. As a result, for decades, the education was mired by corruption, crumbling facilities, and low-performing students. There has been a debate about how the residents of Newark may be able to control Newark Public Schools and why they should gain control of their school board. Being able to regain control of its school board means having their rights to education granted: to adapt and experience American education equally. Controlling the school board has been central to Newark public schools since it is the only way to produce school policies. Globalization in education is not only a global movement of cultural influences, but also the framework of U.S. public schools for its multiculturalism as the country develops its public education system. Therefore, the question asked by this paper is that how education policies can be obtained.

scholarly journals Review of Larry Cuban's The flight of the butterfly or the path of a bullet: Using technology to transform technology and learning

2018 ◽  
Vol 25 ◽  
Author(s):  
John Willinsky
Keyword(s):  
Public Schools ◽  
Exemplary Teachers ◽  
Education Technology ◽  
School Shooting ◽  
Professor Emeritus ◽  
Educational Progress ◽  
Technology And Learning ◽  
American Schools ◽  
Integrate Technology ◽  
The Difference

The title of Larry Cuban’s latest insightful and timely book, his third on education technology over a 30-year period, takes on a certain poignancy after the recent Parkland, Florida, school shooting of February 2018, another in a series of tragic losses of life in American schools. Cuban, who is professor emeritus at Stanford University, draws his title from a line by the great explorer of classroom life Philip Jackson, who notes that the course of educational progress emulates butterflies rather than bullets. Cuban follows that butterfly path around a series of Silicon Valley schools situated among the California poppies. He alights on the classrooms of 41 exemplary teachers across 12 charter and public schools and six districts. In each case, he follows the course of a single lesson, closely observing how the teachers integrate technology into their teaching, after which he asks them about the difference that technology makes for their teaching. Download the review and read more...

“Pink Cheese, Green Ghosts, Cool Arrows/Pinches Gringos Culeros”

2019 ◽  
pp. 144-176
Author(s):  
Jonathan Rosa
Keyword(s):  
Language Proficiency ◽  
Spanish Language ◽  
Language And Identity ◽  
Multiple Forms ◽  
Language Practices ◽  
School Based ◽  
Do So

This chapter analyzes the multiple forms of stigmatization mapped onto students’ English and Spanish language practices and demonstrates some of the complex ways that they attempted to fashion linguistic escape routes from these discriminatory perspectives. Students felt pressured to signal their Spanish language proficiency, but they sought to do so without calling into question their ability to speak “unaccented” English; they were faced with the task of speaking Spanish and English simultaneously without being perceived as possessing an accent. The chapter argues that students combined specific Spanish and English linguistic forms as part of the enregisterment of language and identity in ways that differ from what has been previously described as “Mock Spanish.” This analysis introduces the notion of “Inverted Spanglish” and suggests that it is a racialized index of US Latinx panethnicity and a parodic take on the school-based category of “Young Latino Professional.”

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