Negotiating Acceptance: A Sociocultural Analysis of Second Language Users’ Constructions of Speakerhood in Cherokee Nation Language Revitalization

Language revitalization has the major goal of creating new speakers, and the approaches and ideologies employed in the journey toward this goal are multiple and diverse. This research project presents the experiences and perspectives of those who are acquiring Cherokee as a second language as they negotiate speakerhood in an endangered language community with an active population of individuals who acquired Cherokee as a first language in early childhood. The examination of these perspectives and experiences fills a critical gap in understanding how those who acquire an endangered, indigenous language negotiate acceptance as speakers within their communities. The endangered language context creates high stakes for this negotiation because in Cherokee communities, as in many other indigenous language communities, language is firmly ensconced as a foundational element of peoplehood. L2 users’ perceptions of an idealized link between speakerhood and peoplehood and creates an atmosphere where social power and cultural capital can influence language use. This atmosphere serves to limit access to language learning and use in multiple ways. The addition of digital domains as avenues for revitalization provides those who are acquiring Cherokee as a second language a more neutral space for language use and to actively negotiate their place as language users. This research illustrates that L2 users must be supported to insure a positive future for Cherokee Nation revitalization initiatives

Perceptions of Disabilities Among Native Americans Within the State of Utah

Currently, little research exists on disabilities among Native American communities and no research exists on how Native Americans perceive disabilities, services currently available, and unmet needs. Understanding these key areas is essential to providing efficacious and culturally relevant care. To address this gap in the literature, we used Indigenous research methodology through sharing circles throughout the state of Utah to listen and amplify the voices of the Native communities. Participants shared how they conceptualize disability, what they thought of current services, and how they thought the needs of Native persons with disabilities should be addressed. Four major themes emerged in the data: a culturally-based conceptualization of disability, barriers to services, belonging, and needed actions. These themes highlight the cultural strengths among Native communities surrounding disabilities and bring attention to systematic change needed to better address the needs of Native Americans with disabilities

Culturally Disruptive Research: A Critical (Re)Engagement with Research Processes and Teaching Practices

Purpose As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work, especially with and in diverse project teams. The purpose of this paper is to provide a critical examination of adopting a culturally disruptive approach in a research–practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders. Design/methodology/approach Following a design-based implementation research methodology, data from design and implementation are presented as two case studies to illustrate key findings. Findings Leveraging the frame of culturally disruptive pedagogy, key tensions, disruptions, self-discoveries and resulting pedagogical innovations are outlined. While the authors experienced multiple forms of disruptions as researchers, designers and educators, they focused on tracing two powerful cases of how culturally disruptive research directly and immediately resulted in pedagogical innovations. Together the cases illustrate a broader shift toward interdependence that the team experienced over the course of the school year. Research limitations/implications A new frame for conducting culturally disruptive research is presented. Both the theoretical application and practical implementation of this frame demonstrate its usefulness in conceptualizing culturally situated research through cultivating an uncomfortable yet generative interdependence. Practical implications Findings include examples and strategies for how to practically conduct multi-sector, interdisciplinary research and teaching. Scholars and educators share their stories which illustrate the practical impact of this work. Originality/value Critical insights presented in this paper build on and contribute to the growing body of work around RPPs, community-based research and other critical partnership methods

Culturally Responsive and Inclusive Teaching

Building on previous events in this series, this panel will explore how to bring diversity, equity, and inclusion theories and practices into our classroom teaching, both in face-to-face and online instructional settings. Drawing on their expertise in a range of teaching and learning contexts, panelists will share principles for culturally responsive and inclusive instruction. Together, we will reflect on why this work has always mattered – and why it especially matters now. Watch the video to see the discussion. Click on the download button for a list of readings and resources.https://digitalcommons.usu.edu/inter_inclusion/1003/thumbnail.jp

Parenting stress and resilience in parents of children with autism spectrum disorder (ASD) in Southeast Asia: a systematic review

Background: This paper aimed to review the literature on the factors associated with parenting stress and resilience among parents of children with autism spectrum disorder (ASD) in the South East Asia (SEA) region. Methods: An extensive search of articles in multiple online databases (PsycNET, ProQuest, PudMed, EMBASE, CINAHL, Web of Science, and Google Scholar) resulted in 28 papers that met the inclusion criteria (i.e., conducted in the SEA region, specific to ASD only, published in a peer-reviewed journal, full text in English). Studies found were conducted in the following countries: Brunei, n = 1; Indonesia, n = 2; Malaysia, n = 12; Philippines, n = 5; Singapore, n = 5, Thailand, n = 2; and Vietnam, n = 1, but none from Cambodia, East Timor, Laos, and Myanmar were identified. Results: Across the studies, six main factors were found to be associated with parenting stress: social support, severity of autism symptoms, financial difficulty, parents' perception and understanding toward ASD, parents' anxiety and worries about their child's future, and religious beliefs. These six factors could also be categorized as either a source of parenting stress or a coping strategy/resilience mechanism that may attenuate parenting stress. Conclusion: The findings suggest that greater support services in Western countries may underlie the cultural differences observed in the SEA region. Limitations in the current review were identified. The limited number of studies yielded from the search suggests a need for expanded research on ASD and parenting stress, coping, and resilience in the SEA region especially in Cambodia, East Timor, Laos, and Myanmar. The identified stress and resilience factors may serve as sociocultural markers for clinicians, psychologists, and other professionals to consider when supporting parents of children with ASD

Intimate Partner Abuse within Hispanic Divorcing Parents

Little is known about intimate partner abuse (IPA) in divorcing Hispanic parents and how divorcing Hispanic parents utilize legal, social, or community services in regards to their experience of IPA. Research has identified many barriers for Hispanics attempting to access these services, including lack of knowledge of laws and services, lack of access, discrimination, and language barriers. This study aimed to understand the underlying dyadic structures of IPA and how such abuse affects the utilization of civil court processes in addition to social, community, and health services. Data sources included records from the civil court and mediation services, self-reports of intimate partner abuse, and law enforcement records. This paper focused on a subsample from a larger study and included 187 Hispanic couples and 467 non-Hispanic White couples. Results revealed differences between groups in terms of coercive controlling behaviors and their relationship with other forms of IPA. The strength of the relationship between coercive controlling behaviors and IPA victimization was equal for Hispanic husbands and wives, and also equal to White husbands' IPA perpetration, but had a weaker relationship between White wives' IPA perpetration. Overall Hispanic and Non-Hispanic White couples had similar interactions with the civil court system, ranging from time to complete the divorce and interactions with the court after divorce. Within the Hispanic group, couples with at least one partner preferring Spanish were significantly less likely to complete the divorce process, and had fewer contacts with the court after the divorce was finalized. Hispanic couples who were identified as experiencing IPA were significantly less likely to utilize certain helping services, but not others. Possible explanations, limitations, and future directions are explored

Promoting Cultural Integrity through Education: Indigenous Faces and Spaces as Expressions of Sovereignty

Brief discussion of the relationship between Native American students and education will transition to a Talking Circle where topics for increasing Native American student retention and engagement will be explored