We are not only Filipin(x) at home : A qualitative case study centering a Filipinx/Filipinx American parent-organized learning collective

This qualitative case study centers on a Filipinx/Filipinx American parent-organized learning collective that emerged amid the COVID-19 pandemic providing virtual story times centering Black, Indigenous, People of Color (BIPOC) characters and authors. The research shares the experiences and perspectives of the founding members and organizers and the early evolution of the learning collective for children and families who want to be connected to the Philippines – through Tagalog language, arts, and cultural practices. Through critical race and decolonial theoretical lenses, the author, a Filipina American motherscholar and practitioner, explores the intersections of learning about race, ethnicity, and identity at home, school, and a third space of learning within the collective. Findings indicate the importance of parent/caregiver involvement, Filipinx American history and stories in the curriculum, and affinity spaces

Empowering Youth in Rural Haiti: Establishing a Computer Laboratory and Digital Literacy Training for Education and Livelihood Enhancement in Duchity, Grand’Anse

As a result of an oppressive colonial past and contemporary economic and political instability, many Haitians have fled their country and many rural Haitians have left the countryside causing a massive brain drain and stunting socio-economic development. The loss of skilled professionals across various sectors exacerbates developmental challenges for many communities, particularly rural ones. This phenomenon brings with it dire implications for the country\u27s youth, particularly, its rural youth who have been critically underserved. Rural youth have to contend with a shortage of educational facilities, overcrowded classrooms, a lack of qualified teachers, a decrease in the quality of the education they receive, among other obstacles. This proposal has been developed in response to this situation; for youth who do not have the same educational opportunities as youth in bigger cities. This project, based on a needs assessment conducted in the rural village of Duchity, argues for and draws out a plan for a computer laboratory and digital literacy training in the village. Ultimately, this replicable initiative aims to empower rural youth by fostering talent retention so that they may contribute to sustainable community development

Relocating Lubra Village and Visualizing Himalayan Flood Damages with Remote Sensing

As weather patterns change worldwide, isolated communities impacted by climate change go unnoticed and we need community-driven solutions. In Himalayan Mustang, Nepal, indigenous Lubra Village faces threats of increasing flash flooding. After every flood, residual muddy sediment hardens across the riverbed like concrete, causing the riverbed elevation to rise. As elevation increases, sediment encroaches on Lubra’s agricultural fields and homes, magnifying flood vulnerability. In the last monsoon season alone, the Lubra community witnessed floods swallowing several agricultural fields and damaging two homes. One solution considers relocating the village to a new location entirely. However, relocation poses a challenging task, as eight centuries of ancestry, heritage, and nuanced cultural complexities exist in both aspects of communal opinion and civil engineering. To investigate this issue further, we utilize remote sensing technologies such as drones and satellite imagery to create unique, highly detailed 3D visualizations and 2D maps to document climate-related impacts in Lubra Village. We also investigate quantifying riverbed elevation trends with digital elevation models to address how the riverbed elevation changes overtime. In tandem, we conduct oral interviews with members of Lubra to understand how flooding and droughts affect their ways of life, allowing us to contextualize these models. Pairing visualized data with personal accounts, we provide an informative story that depicts Himalayan climate change on a local level for supporting Lubra in informing local policy and requesting relief aid

INTENSIVE ENGLISH PROGRAM DESIGN FOR MINNESOTA PUBLIC SCHOOL DISTRICT

The recent rise in undocumented immigrants in Minnesota has brought to light significant demographic shifts within the state. Many individuals in this population have limited or no proficiency in English, which highlights the challenges immigrant communities face in adapting to their new linguistic surroundings. As a result, educators have been presented with the challenge of serving a growing number of immigrant children in their schools. To tackle this issue, an intensive English program was developed for a suburban public school district in Minnesota to offer a more targeted approach to improving English proficiency among students before beginning courses required for graduation. An exploratory qualitative design assessed the need for an intensive English program utilizing in-depth interviews or surveys to gain insight into participants’ perspectives and experiences with intensive English programs. The findings from data collection indicate that an intensive English program is essential due to the increasing number, demographic shifts, and intensified challenges of recently arrived English learners. By participating in the program, students will improve their English proficiency in academic content areas and progress into emerging adulthood as they learn to thrive in a new culture and educational system

Linking Language Use Practices and Valued Teacher Capabilities: A Mixed Methods Study of English-As-A-Foreign-Language Teacher Educators

This mixed-methods study explored how much English-as-a-foreign-language teacher educators used English, Spanish, or a combination of those languages in teaching content courses (e.g., pedagogy, linguistics) and how their language use practices related to the teacher capabilities they most valued. Quantitative data was collected with a survey of 115 teacher educators from 21 Ecuadorian universities. Most participants reported teaching in English while incorporating some Spanish, usually in minimal amounts; most believed in minimizing Spanish. Ordinary least squares regression analysis indicated the amount of Spanish included related to teacher educators’ prioritization of teacher empowerment over accountability to standards and to teacher educators’ own English proficiency. Qualitative data was collected in focus group interviews with a subset of 37 teacher educators from 18 universities. Thematic analysis showed how educators linked English-only practices with fostering English proficiency and multilingual practices with fostering non-linguistic capabilities, especially teacher identity and cognition; factors perceived as constraining teachers’-in-formation conversion of English-medium course inputs into valued capabilities were especially salient for teacher educators with multilingual approaches. The mixed-methods integration concluded that valued teacher capabilities were linked to teacher educators’ language use in a relationship closely bound with the affordances and constraints of specific contexts. Language ideologies and teacher educator characteristics also had a role in language use practices. The study provides insight into the potential of multilingual approaches in global English language teacher education and higher education more generally, and urges educators and programs to critically reflect on what contextualized language use practices align with their values and goals

Youth Alchemy: Non-Formal Learning around Identity & Agency

The social and educational disruption during confluence of COVID isolation and Black Lives Matter protests was critical to learning and agency amongst Youth of Color. This phenomenological qualitative study centers around Youth of Color in Providence, Rhode Island as they contested formal education and sought to make meaning of these events. Drawing on Amartya Sen’s capability approach, a series of in-depth phenomenological interviews with participants to explore the meaning they gleaned from their engagement in Youth-led emancipatory educational initiatives, particularly in terms of their sense of identity and agency. Although existing literature documents Youth resistance, this study explores Youth reflections on their experiences of agency for social justice. Through the lens of the capability approach, the findings illustrate the participant learning and agency journeys Youth undertook to seek a life they have reason to value. Findings indicate Youth of Color seek to learn what they find missing in formal education, both individually and collectively. It reveals the importance of collective Youth-led spaces that cultivate agency to pursue social justice for themselves and future generations. Exploring the alchemy of how Youth of Color transmute their experiences and learning to collectively develop agency for social justice has implications for adult allyship and formal education. Key words: Youth Identity, Youth-led collective spaces, non-formal learning, emancipatory educational initiatives, phenomenology, Youth agenc

College of Charleston (CofC) Experiential Learning Program in Ghana, Spring 2024

This study evaluates the impact and outcomes of an experiential learning program in Ghana for students with a declared business major or minor at the College of Charleston. The research focuses on the personal, academic, and professional growth experienced by program participants, as well as their immersion in Ghanaian culture and entrepreneurial experiences. The study utilizes the ADDIE model, encompassing the stages of Analyze, Design, Develop, Implement, and Evaluate, to assess the program\u27s effectiveness. The qualitative data collected provides a holistic overview of the participants\u27 experiences and perceptions, allowing for the identification of areas of success and improvement. The findings have led to actionable recommendations for future program planning and enhancements. The study also addresses potential biases in the participants\u27 reflections and experiences, emphasizing transparency and seeking feedback from multiple perspectives. The research highlights the importance of expanding study abroad opportunities to encompass a broader range of global regions and provides valuable insights for program planning and development

Socio-economic Integration Strategies of “Former Rwandan Refugees” in Yaoundé, Cameroon.

This research is entitled The Socio-economic Integration Strategies of “former Rwandan refugees” in Yaoundé, Cameroon. This is an analysis of immigrants who were once under international protection. The presence of former Rwandan refugees in the city of Yaoundé dates back to the time of the 1994 Rwandan genocide. With the advent of the cessation clause in 2018, we are faced with individuals who must find ways of coping with the new realities. Based on the assimilation and integration of immigrant, this study analyzes the integration strategies of former Rwandan refugees. This integration is facilitated by a social context described as welcoming and less restrictive. The data collection method is based on semi-structured interviews, a literature review and direct observation. The theoretical framework and methodology used enabled us to understand that integration and assimilation within the Rwandan community are due to constant contact and interaction with the host society

Wheat Landraces, Small Farmers and Urban Consumers: Revival of Einkorn in Turkey

Cultivated for more than 10,000 years, wheat (Triticum) is one of the world’s most widely grown and important crops. Wheat has sustained humans for thousands of years in a multitude of ways. In recent years, there has been a global movement to revive wheat landraces. Landraces are typically adapted to a local area and to traditional farming systems. This article examines the revival of wheat landrace, einkorn (Triticum monoccoccum L. subsp. monoccoccum) through a case study of Turkey. There is limited literature examining the interaction of actors in decision-making processes that balance subsistence and market motivations. The article examines the role of collective action to revive agricultural biodiversity, and it contributes to interdisciplinary studies on sustainable management of agricultural biodiversity