Beyond intellectual insularity: Multicultural literacy as a measure of respect

We report on a survey of 942 grade 10 and 11 students from 10 urban and ‘rurban’ boards in 5 Canadian provinces that takes stock of multicultural education three decades on in the context of youth's multiple, multimedia spheres of learning. This survey is presented as an innovative research instrument measuring what young people know about the struggles as well as the intellectual, political and cultural legacies of racialized peoples globally and nationally and where they learned it (school, media, family, community). Bivariate analysis of demographic, knowledge and attitudinal questions suggests schools’ unique role in building a common knowledge base to combat Eurocentrism and cultural racism

Nonassociative differential extensions of characteristic p

Let F be a field of characteristic p. We define and investigate nonassociative differential extensions of F and of a finite-dimensional central division algebra over F and give a criterium for these algebras to be division. As special cases, we obtain classical results for associative algebras by Amitsur and Jacobson. We construct families of nonassociative division algebras which can be viewed as generalizations of associative cyclic extensions of a purely inseparable field extension of exponent one or a central division algebra. Division algebras which are nonassociative cyclic extensions of a purely inseparable field extension of exponent one are particularly easy to obtain

Postmodernism, Ethnicity, and Celebrity Culture in Women’s Symbolic Consumption

While postmodernism and celebrity culture are closely linked, research attention on this has not been adequately synthesised with ethnic minority groups. Hence, this paper, which is rooted in an interpretive research paradigm, explores the symbolic consumption of Black African women in the UK with specific reference to celebrity culture. Although the study shows some purchase decisions based on products’ functionality, generally, it shows the robust interplay of personal, cultural, social and commercial factors in the symbolic consumption of these women. This is shown to be linked to the prevalent celebrity culture in the society. They consume to enhance their self-esteem and keep up with the societal trend in the host environment. Hence, the notion of acculturation features prominently in their consumption. The paper extends the discourse on the extant ethnic minority studies and augments the current knowledge about symbolic consumption especially with reference to Black African women

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching

A rationale for continuing mass antibiotic distributions for trachoma

BACKGROUND: The World Health Organization recommends periodic mass antibiotic distributions to reduce the ocular strains of chlamydia that cause trachoma, the world's leading cause of infectious blindness. Their stated goal is to control infection, not to completely eliminate it. A single mass distribution can dramatically reduce the prevalence of infection. However, if infection is not eliminated in every individual in the community, it may gradually return back into the community, so often repeated treatments are necessary. Since public health groups are reluctant to distribute antibiotics indefinitely, we are still in need of a proven long-term rationale. Here we use mathematical models to demonstrate that repeated antibiotic distributions can eliminate infection in a reasonable time period. METHODS: We fit parameters of a stochastic epidemiological transmission model to data collected before and 6 months after a mass antibiotic distribution in a region of Ethiopia that is one of the most severely affected areas in the world. We validate the model by comparing our predicted results to Ethiopian data which was collected biannually for two years past the initial mass antibiotic distribution. We use the model to simulate the effect of different treatment programs in terms of local elimination of infection. RESULTS: Simulations show that the average prevalence of infection across all villages progressively decreases after each treatment, as long as the frequency and coverage of antibiotics are high enough. Infection can be eliminated in more villages with each round of treatment. However, in the communities where infection is not eliminated, it returns to the same average level, forming the same stationary distribution. This phenomenon is also seen in subsequent epidemiological data from Ethiopia. Simulations suggest that a biannual treatment plan implemented for 5 years will lead to elimination in 95% of all villages. CONCLUSION: Local elimination from a community is theoretically possible, even in the most severely infected communities. However, elimination from larger areas may require repeated biannual treatments and prevention of re-introduction from outside to treated areas

Importancia de la literacidad multicultural: La educación cultural dentro y fuera del ámbito escolar

Al aproximarse el cuadragésimo aniversario de la política oficial Canadienese de  multiculturalidad, reexaminamos los cambios en las premisas, promesas y procesos de la educación multicultural. Si bien dicha política puede estar en crisis en un mundo repleto de medidas de seguridad post-11 de septiembre, o considerarse obsoleta en una norteamérica supuestamente “post-racial”, aún florece una “multiculturalidad de base” cuyo potencial no ha sido plenamente aprovechado, sobre todo en las relaciones vividas en los espacios urbanos. Al respecto presentamos el análisis de una encuesta cuantitativa de 942 alumnos matriculados en los grados 10 y 11, en 10 escuelas ubicadas en contextos urbanos en 5 provincias de Canadá. El estudio ofrece una medida de su “literacidad multicultural,” identifica las lagunas y fortalezas de los programas de estudio, al mismo tiempo que demuestra que el conocimiento multicultural se ha nutrido informalmente, teniendo como fuente la familia o comunidad, o bien que se ha adquirido por medio de la cultura popular y los medios de comunicación. Nuestros hallazgos plantean la necesidad de proseguir con estudios cualitativos sobre el tema y sobre los cambios curriculares necesarios para deconstruir epistemologías autoritarias y eurocéntricas, y desarrollar enfoques inclusivos y pluralistas de una ciudadanía activa.&nbsp