THE BLACK MODEL MINORITY

This paper interrogates the fundamental anti-Blackness of model minority discourses and how they are embedded in structures of anti-Blackness and settler colonialism through a genealogical examination of the contradictory history of the “Black model minority” within the Hampton Normal and Agricultural Institute’s Indian Program. This program educated both Black and Indigenous students throughout the late nineteenth and early twentieth centuries and purposefully made racialized comparisons between groups. I read this history through present day scholarship on the model minority myth in relation to anti-Blackness and settler colonialism. I argue that the “Black model minority” at Hampton was predicated on upholding slavery through defining it as an educational project and that slavery and settler colonialism are intimately linked through pedagogy. This narrative of the Black model minority demonstrates that slavery and land dispossession were framed as pedagogic by industrial education institutions. Ultimately, this work questions the idea of “valuing education,” which is present in model minority discourses across many contexts, and how it is complicated by this history.

Teaching and Learning Mathematics for Understanding, Enjoyment and Everyday Life Experiences

This chapter expresses the views of a teacher-researcher who advocates and argues for the use of humor in the classroom setting, especially in the mathematics classroom. While existing research based literature has shown the use of humor to be promising and encouraging effecting teaching and learning tool, very little instructional humor or classroom humor–an appropriate type of humor often related to the content materials being discussed–has been used in the classroom setting–especially in the mathematics classrooms. The chapter explores, surveys and highlights ways in which the existing-related literature about the effective and appropriate use of humor in the classroom setting can be implemented in practice, especially in the teaching and learning of mathematics, in this challenging era of the increasingly rapid technological advancements referred to as 21th century technological revolution or the re-engineering of industrial education 5.0 relative to STEM subjects study areas. The use of humor as teaching and learning tool in the classroom setting has been shown to have so many associated benefits ranging from but not limited to a conducive-relaxed learning environment, enhanced students’ learning experience, motivating and inspiring the students to learn more and even the improvement of student-teacher classroom rapport, just to mention a few. Hence, the literature recommends that classroom teachers should make more use of humor as an effective teaching and learning tool, especially the contextualized-appropriate humor types that are related to the content materials being discussed.

“Is This Not Just Nationalism?” Disentangling the Threads of Folk Costumes in the History of Central and Eastern Europe

This article critically examines the prevalent nationalist interpretation of historical images featuring textiles from rural regions. In an effort to disentangle the threads of folk costumes, it proposes a conscious unlearning of the way we read images of rural material culture from the late 19th century. This period has entered historiography as a period of intensifying national movements and political use of rural culture, in particular in Central and Eastern Europe. So-called folk costumes have been viewed as a symbolic representation of the nation, whereas their broader social and economic role in the history of industrial society has been overshadowed. By bringing together the production, collection, and exhibition of rural material culture, this article reveals processes in industrial society that shaped the modern history of folk costumes. It draws on late-19th-century source material stemming from a network centered in Prague that promoted textiles from rural Bohemia, Moravia, Hungary, and Galicia as ethno-commodities. Textiles were integrated into women’s industrial education and presented at events promoting national economy and the latest technological innovations. Thus, this article contributes to nationalism studies by discussing capitalism and industrialism and seeks to further scrutinize the history of nationalism in Central and Eastern Europe.