Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy

Bilingual students and teachers in the U.S. live in a context where linguistic and ethnic minorities are associated with inferiority. Preparing bilingual teachers of color without explicit attention to issues of race, language, and power would maintain and feed the vicious cycle of linguistic hegemony. With the goal of preparing critically conscious future bilingual teachers equipped to enact culturally sustaining pedagogy (CSP), the authors centered issues of race, language, and power alongside bilingual instructional methodology and theories of bilingualism in their respective bilingual teacher preparation programs. Drawing on bilingual teacher preparation course material, student reflections, and bilingual teacher candidate interviews, they illustrate how two bilingual teacher preparation programs take two distinct approaches to developing bilingual teachers\u27 critical consciousness and CSP practices. In this way, they outline how bilingual teacher educators can prepare and support bilingual teachers to enact CSP with their K-12 students

The role of education in economic development: a theoretical perspective

Education in every sense is one of the fundamental factors of development. No country can achieve sustainable economic development without substantial investment in human capital. Education enriches people’s understanding of themselves and world. It improves the quality of their lives and leads to broad social benefits to individuals and society. Education raises people’s productivity and creativity and promotes entrepreneurship and technological advances. In addition it plays a very crucial role in securing economic and social progress and improving income distribution.Human Development, Economic Growth, Poverty, Labour Productivity, Education, Technology, Trade, Health

African American English And Urban Literature: Creating Culturally Caring Classrooms

Language and literacy are a means of delivering care through consideration of students’ home culture; however, a cultural mismatch between the predominantly white, female educator population and the diverse urban student population is reflected in language and literacy instruction. Urban curricula often fail to incorporate culturally relevant literature, in part due to a dearth of texts that reflect student experiences. Dialectal differences between African American English (AAE) and Mainstream American English (MAE) and a history of racism have attached a reformatory stigma to AAE and its speakers. The authors assert that language and literacy instruction that validates children’s lived experience mediates this hegemony, leads to empathetic relationships between teachers and students of different cultural backgrounds, and promotes academic success. This paper seeks to 1) dissect the relationship between academic achievement and affirmation of student culture through language and literacy instruction, 2) enumerate classroom strategies that empower students and foster the development of self-efficacy 3) identify ways teachers might weave value for diversity in language and literacy into a pedagogy of care for urban classrooms

Impact of Education on Economic Development

Education is widely acknowledged as the most important tool for socioeconomic development in a country. It catalyzes boosting productivity and promoting technological advancements. There is a clear positive relationship between education levels and stages of economic growth. As the population's education level improves, it opens up and expands various sectors of the economy, including secondary, tertiary, and quaternary sectors, leading to increased job opportunities and contributing to the overall size of the country's gross domestic product. Qualitative research methods were employed in this study to uncover the impact of education on economic development, with a specific focus on the agriculture, manufacturing, and earnings sectors. The study explored the intricate connections between education and these sectors through document analysis, and observations. The findings highlighted the transformative power of education in driving sustainable and inclusive economic progress. Education also plays a pivotal role in uplifting agricultural and industrial productivity by adopting modern inputs and technology, resulting in higher wages for the workforce. Educated individuals tend to earn more, invest in their family's well-being and healthcare, and enjoy longer lives, thereby fostering societal development. This paper contributes to the existing body of knowledge by comprehensively understanding how education influences economic development, particularly in the agriculture, manufacturing, and earnings sectors. It underscores the importance of education as a driver of sustainable and inclusive growth, emphasizing the need for continued investment in education to ensure long-term socioeconomic progress

The capabilities approach and critical social policy: lessons from the majority world?

The capabilities approach (CA) most closely associated with the thinner and thicker versions of Sen and Nussbaum has the potential to provide a paradigm shift for critical social policy, encompassing but also transcending some of the limitations associated with the Marshallian social citizenship approach. The article argues, however, that it cannot simply be imported from the majority world, rather there is a need to bear in mind the critical literature that developed around it. This is generally discussed and then critically applied to case studies of CA in the developed capitalist world, particularly the Equalities Review conducted for the Equality and Human Rights Commission

Negotiating differences in academic preparedness among transnational students in higher education

“Students these days don’t know anything,” commented a faculty member in a focus group. But is it that students don’t know anything, or that faculty members are unfamiliar with what students do know? This is no small issue, as the acceleration of internationalization in higher education and the broader processes of globalization have led to increased numbers of students with general education profiles that differ from those of the instructors and their domestic students. These transnational students—not only international students (paying international tuition), but also permanent residents and citizens —received their primary and secondary (and, possibly, undergraduate) educations outside of Canada, and instructors often lack an awareness of their educational backgrounds and experiences. Emerging from a study of the everyday instructional needs of full-time college and university faculty, this paper presents the results of a systematic review of the literature on the general education of students from four regions that are sources of international students and immigrants, and, therefore, prepared students on campus: China, India, the Middle East, and Latin America. The research not only identifies the curriculum that these students followed, but also the impact of educational reforms on the teaching styles and learning skills emphasized in these systems, and describes the implications for Canadian instructors

Turkey's kurds and the quest for recognition transnational politics and the EU-Turkey accession negotiations

The growing literature on transnationalism documents the ways in which immigrants and refugees stay connected with their communities and countries of origin, and shows how homeland governments reach out to their former constituents. Social, financial and political ties are extended across borders. We know little, however, about the specific ways in which oppositional transnational political practices are shaped and made effective. What is more, research on transnational political practices has often limited itself to investigations of the connections between nation states. This article illustrates how transnational political practices articulate different levels of policy making (local, national, supranational) in ways that multiply the effectiveness of engagement at any one site. It will be shown that homeland political activists can effectively shape the homeland political agenda through the mobilization of immigrants' and refugees' associations and institutions in multilevel constructions of networks, constituting a space of political engagement that needs to be considered in its own right

On linguistic epistemicides and colonization: looking at subtractive education for bilingual/bicultural children

On Linguistic Epistemicides and Colonization: Looking at Subtractive Education for Bilingual/ Bicultural Children Purpose The purpose of this review of João Parakeva’s work (2011) is to analyse his specific contributions that illuminate the need to deterritorialize the received field in curriculum studies and in teacher education in order to properly address the roots of oppression that underlie the subtractive forms of education that are imposed on bilingual/bicultural students worldwide. This review uses research methods that resort to analytical, interpretive and critical procedures to advance knowledge in curriculum studies, such as objective hermeneutics (Titscher, Meyer, Wodak, & Vetter, 2000). Summary of key content Reviewing Paraskeva’s work (2011), his key contributions include the following: (1) the concept of “curriculum epistemicides” that arises from the hegemony of epistemologies derived from Western- European dominated, US- and Canadian-based curriculum studies field that exclude all forms of existing knowledge and social realities beyond a Western-Eurocentric cosmovision (Skutnabb-Kangas, 1988); (2) the concept of ‘epistemic colonization’ helps to unveil the pervasive hegemony of the English language in shaping thought and forms of knowledge that are accepted as scientific and valid thus contributing to global linguistic genocide (Skutnabb-Kangas, 2009) which is mirrored by the imperialism of other Western colonial languages. Locating the book in a broader field This work makes significant contributions to critical multicultural education (May & Sleeter, 2010), bicultural education (Darder, 2012), and bilingual/ multilingual education (for global justice) (Skutnabb- Kangas, 2009). This literature review focuses on selected key-concepts and themes that traverse the work of Paraskeva (2011, 2016) and will highlight how Paraskeva’s work complements, informs, and contests these resources in advancing an agenda for transformative and emancipatory education for students, especially bicultural and bilingual students in public schooling contexts. The book’s contributions Paraskeva’s work (2011) adds nuance and poignancy in understanding the prevalence of the forms of structural oppression, a combination of colonialism, neoliberalism, racism, and socioeconomic inequality, that work upon and within the education of bilingual/ bicultural children, not only in the US, but in Europe as well. References Darder, A. (2012). Culture and power in the classroom. Educational foundations for the schooling of bicultural students. New York: Routledge. May, S. & Sleeter, C. (2010). Introduction. Critical multiculturalism: Theory and praxis. In S. May & C. Sleeter (Eds.), Critical multiculturalism: Theory and praxis (pp. 1-16). New York: Routledge. Paraskeva, J. (2011). Conflicts in curriculum theory: Challenging hegemonic epistemologies. New York, NY: Palgrave MacMillan. Paraskeva, J. (2016). Curriculum epistemicide: Toward an itinerant curriculum theory. New York, NY: Routledge. Skutnabb-Kangas, T. (1988). Multilingualism and the education of minority children. In T. Skutnabb- Kangas & J. Cummins (eds.), Minority education: From shame to struggle (pp. 9-44). Clevedon, Ph: Multilingual Matters. Skutnabb-Kangas, T. (2009). Multilingual education for global justice: Issues, approaches, opportunities. In T. Skutnabb-Kangas, R. Phillipson, A. K. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 36-62). Bristol: Multilingual Matters. Titscher, S., Meyer, M., Wodak, R., & Vetter, E. (2000). Methods of text and discourse analysis. London: Sage.The author would like to thank the Luso-American Foundation for Development for the grant awarded for supporting her participation at the AERA 2017 conference. The work is funded by CIEd – Research Centre on Education, UID/CED/1661/2013 and UID/CED/01661/2016, Institute of Education, University of Minho, Portugal, through national funds of FCT/MCTES-PT.Fundação Luso-Americana para o Desenvolvimentoinfo:eu-repo/semantics/publishedVersio

Multilateral trade liberalization and political disintegration - implications for the evolution of free trade areas and customs unions

The author combines two theories - one about how multilateral trade liberalization affects regional integration, the other about how it affects political disintegration - to explain why the ratio of free trade areas to customs unions has increased over time. Ethier argues (1998, 1999) that multilateral trade liberalization led to the recent wave of regional integration arrangements. Alesina and others (1997), in discussing the number and size of countries, argue that multilateral trade liberalization leads to political disintegration, with an increase in the number of countries. Combining the two arguments, the author hypothesizes that as multilateral trade liberalization proceeds, and the number of regional integration arrangements increases, the ratio of free trade areas to customs unions also increases. The data, which show that ratio increasing in the 1990s, are consistent with the hypothesis.Environmental Economics&Policies,Economic Theory&Research,Rules of Origin,Earth Sciences&GIS,Trade Policy,Rules of Origin,Earth Sciences&GIS,TF054105-DONOR FUNDED OPERATION ADMINISTRATION FEE INCOME AND EXPENSE ACCOUNT,Trade and Regional Integration,Economic Theory&Research