A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program

2021 ◽  
pp. 1170-1227
Author(s):  
Shizhan Yuan
Keyword(s):  
Social Studies ◽  
Extracurricular Activities ◽  
Heritage Language ◽  
Local Community ◽  
Language Immersion ◽  
Cultural Learning ◽  
Community Based ◽  
The Social ◽  
The Us ◽  
Chinese Heritage Language

This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.

A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program

2019 ◽  
pp. 139-196
Author(s):  
Shizhan Yuan
Keyword(s):  
Social Studies ◽  
Extracurricular Activities ◽  
Heritage Language ◽  
Local Community ◽  
Language Immersion ◽  
Cultural Learning ◽  
Community Based ◽  
The Social ◽  
The Us ◽  
Chinese Heritage Language

This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.

scholarly journals Langdon Winner’s Intellectual Trajectory and Political Engagement: A Latin-American Perspective from Ecuador

2021 ◽  
Vol 7 (1) ◽  
pp. 104-108
Author(s):  
María Belén Albornoz
Keyword(s):  
Latin America ◽  
Social Studies ◽  
Latin American ◽  
Political Engagement ◽  
Social Dimensions ◽  
Social Studies Of Science ◽  
American Perspective ◽  
The Social ◽  
The Us ◽  
Virtual Conference

In the 2020 Prague Virtual Conference of the Society for Social Studies of Science (4S), Langdon Winner was awarded the society’s John D. Bernal Prize jointly with Sharon Traweek. The Bernal Prize is awarded annually to individuals who have made distinguished contributions to the field of STS. Prize recipients include founders of the field of STS, along with outstanding scholars who have devoted their careers to the understanding of the social dimensions of science and technology. This response to Winner’s Bernal lecture considers his legacy beyond the US. The author traces Winner’s influence in Ecuador and Latin America more generally through a tracing back of Winner's politea which draws on Plato’s technē as a model for understanding inherently political artifacts.

scholarly journals If You See Something, Say Something: Lateral Surveillance and the Uses of Responsibility

2012 ◽  
Vol 10 (3/4) ◽  
pp. 235-248 ◽  
Author(s):  
Joshua Reeves
Keyword(s):  
Community Based ◽  
Norman Conquest ◽  
Neighborhood Watch ◽  
The Public ◽  
Community Based Programs ◽  
The Social ◽  
The Us ◽  
The Relationship ◽  
Point Of Departure

The US Department of Homeland Security’s new “If You See Something, Say Something” campaign displays a renewed drive to redistribute surveillance responsibilities to the public. Using this campaign as its point of departure, this article examines the relationship between conditions of sovereign governance and public lateral surveillance campaigns. As the police and other sovereign institutions have receded from their traditional public responsibilities, many surveillance functions have been assumed by the lay population via neighborhood watch and other community-based programs. Comparing this development with the policing functions of lateral surveillance during the Norman Conquest, this article provides a historically grounded analysis of the potential for this responsibilization to fracture the social by transforming communal bonds into technologies of surveillance power.

Ideologizing age in an era of superdiversity: A heritage language learner practice perspective

2016 ◽  
Vol 7 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Aree Manosuthikit ◽  
Peter I. De Costa
Keyword(s):  
Language Learning ◽  
Heritage Language ◽  
Applied Linguistics ◽  
Ethnographic Study ◽  
Language Learner ◽  
Address Forms ◽  
Heritage Language Learning ◽  
The Social ◽  
The Us ◽  
Rate Of Learning

AbstractSLA research on age in naturalistic contexts has examined learners’ ultimate attainment, while instructed research has emphasized the rate of learning (Birdsong 2014. Dominance and age in bilingualism. Applied Linguistics 35(4). 374–392; Muñoz 2008. Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics 29(4). 578–596). However, both streams of research, which view age as a biological construct, have overlooked this construct through an ideological lens. To address this gap, and in keeping with Blommaert’s (2005. Discourse. Cambridge: Cambridge University Press) call to examine language ideologies and related ideologies in an era of superdiversity, our paper explores the ideology undergirding age-based research and examines it in conjunction with the practice-based approach to better understand the use of Burmese as a heritage language, a language characterized by a hierarchical and an age-determined honorific system. Drawing on data from a larger ethnographic study involving Burmese migrants in the US, analyses of the bilingual practice of address forms of generation 1.5 Burmese youth demonstrated that age was relationally constructed. While these youth strategically adopted ‘traditional’ linguistic practices ratified by Burmese adults when interacting with their parents, such practices were invoked and subverted in interactions involving their siblings and other Burmese adults less familiar to them. In focusing on the social and linguistic struggles encountered by these transnational multilingual youth, this paper also addresses the complexities surrounding heritage language learning.

“There Was No Spartacus Here”: Norma Montoya and Art as Abeyance in the Estrada Courts Mural Program

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Jonathan D. Gomez
Keyword(s):  
Focal Point ◽  
Social Identities ◽  
Art Making ◽  
Community Based ◽  
Us Southwest ◽  
The Social ◽  
Community Based Art ◽  
The Us ◽  
Community Organizers ◽  
Material Conditions

The social processes that link collective art making to social movement activism enable community-based art making to serve as a key mechanism for art-based community making. Chicana/o mural art has been an important register of ordinary people’s self-active creativity, of their determination to create new democratic social spaces and new social identities capable of effecting social change based on egalitarian principles. When they are not painting on walls, mural artists hold various jobs and fulfill diverse roles as teachers, community organizers, and unofficial archivists. They do their work in solidarity with all aggrieved groups, especially young people who confront unfavorable material conditions in their neighborhoods. The collective mural-making practices of artists in the Chicana/o mural movement throughout the US Southwest during the 1970s offer an important focal point for understanding the practice and promise of intergenerational transfers of knowledge, collective art making, and self-active creativity not directly controlled by powerful institutions and social groups.

scholarly journals Documenting State Violence: (Symbolic) Annihilation & Archives of Survival

2018 ◽  
Vol 2 ◽  
pp. 7
Author(s):  
Gabriel Daniel Solis
Keyword(s):  
Law Enforcement ◽  
State Violence ◽  
Community Based ◽  
Transformative Justice ◽  
Symbolic Annihilation ◽  
Memory Work ◽  
Counter Narratives ◽  
The Social ◽  
The Us ◽  
Auto Ethnography

This essay explores symbolic annihilation in the context of state violence, including policing, incarceration, and the death penalty in the US. Using auto-ethnography to reflect on the work of the Texas After Violence Project (TAVP) and other community-based documentation and archival projects, I argue that the personal stories and experiences of victims and survivors of state violence are critical counter-narratives to dominant discourses on violence, criminality, and the purported efficacy of retributive law enforcement and criminal justice policies and practices. They also compel us to engage with complex questions about victimhood, disposability, and accountability. Building on the work of activists and archivists engaged in liberatory memory work, I also argue that counter-narratives of state violence confront and challenge the social, cultural, and ideological power of symbolic annihilation. Because these counter-narratives are under constant threat of being suppressed, co-opted, or silenced, they are forms of endangered knowledge that must be protected and preserved. Finally, I reflect on ‘archives of survival,’ repositories of stories and other ephemera of tragedy that contribute to envisioning and achieving transformative justice.

scholarly journals Nationalism, Patriotism and Global Citizenship: A Comparison in between the Social Studies Teacher Candidates in the US and Turkey

2019 ◽  
Vol 7 (4) ◽  
pp. 115
Author(s):  
Ali Altıkulaç ◽  
Alper Yontar
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Global Citizenship ◽  
Basic Research ◽  
The Other ◽  
Data Sets ◽  
The Social ◽  
The Us ◽  
Social Studies Teacher

The aim of this research is to introduce the opinions of the social studies teachers who receive education in USA and Turkey in relation to the concepts of nationalism, patriotism and global citizenship comparatively. The basic research design belonging to the research is of a case study model. The multiple techniques have been used to transform the data sets to findings. According to the results of the research, it becomes evident that the constructive patriotism attitudes that belong to the participants from both countries are high and if comparison is made, the blind patriotism attitudes that belong to the participants from Turkey are higher than the participants from USA. On the other hand, if the global citizenship attitudes are taken as a basis, the participants from USA are more prone to global citizenship in comparison to the participants from Turkey.

scholarly journals Extensions of schooling environments into the local community, and social construction of democracy in Spain (1931-1939). Contributions made by the Freinet pedagogical movement

2019 ◽  
Vol 18 (1) ◽  
pp. 122-145
Author(s):  
José Luis Hernández Huerta
Keyword(s):  
Civil War ◽  
Social Construction ◽  
Social Movement ◽  
Local Community ◽  
Second Republic ◽  
Community Based ◽  
Social Nature ◽  
The Social ◽  
Schooling Practices ◽  
Schooling System

This article highlights the social nature of the Freinet movement in Spain during the period of the Second Republic (1931-1936) and the Civil War (1936-1939), and investigates the community-based aspect of its schooling practices. To begin with, we examine a number of aspects of Spain’s Freinet movement which help to see it as a social movement as well as a pedagogical one. Then, we study a) the main strategies employed by teachers to facilitate the social building of democracy through the schooling system, and b) the most significant extensions of the school into the local community, which helped break down the physical and symbolic barriers separating schooling institutions from the framework of ordinary citizens’ daily existence.

scholarly journals The critical importance of community health workers as first responders to COVID-19 in USA

2021 ◽  
Author(s):  
Rahbel Rahman ◽  
Abigail Ross ◽  
Rogério Pinto
Keyword(s):  
New York ◽  
Community Health ◽  
Community Health Workers ◽  
Health Workers ◽  
Critical Role ◽  
Executive Directors ◽  
Community Based ◽  
The Social ◽  
The Us ◽  
Pandemic Response

Abstract COVID-19 has served to exacerbate existing health disparities and inequities, most—if not all—of which can be traced to the social determinants of health (SDOH) that affect specific populations and communities. Essential to health and health systems long before, community health workers are experts in addressing SDOH in community-based settings; however, they have yet to be mobilized as part of the COVID-19 response both in the US and internationally. We use data from our mixed-methods study with supervisors (n=6), Executive Directors (EDs) (n=7), and CHWs (n=90) to describe the critical role that CHWs can play to assist in response to COVID-19 using New York State's (NYS) as a case example. Building on these findings, we raise specific CHW workforce issues and propose recommendations for how to mobilize this workforce in national pandemic response efforts.

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