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Descriptors:
Academic Achievement; Achievement Gap; Oral History; Males; Informal Education; Nonformal Education; Church Role; Churches; Clubs; Family Influence; Blacks; Adults; African Americans; African Culture; Community Programs

Abstract:
This study examines how and why peoples of African descent access and utilize community-based pedagogical spaces that exist outside schools. Employing a theoretical framework that fuses historical methodology and border-crossing theory, the researchers review existing scholarship and primary documents to present an historical examination of how peoples of African descent have fought for and redefined education in nonschool educative venues. These findings inform the authors' analysis of results from an oral history project they conducted into how Black Bermudian men utilized learning spaces outside schools, such as the family, Black church, and athletics clubs, to augment their personal and scholastic development. Based on their historical and empirical research findings, the authors argue that educational actors (including teachers, administrators, policy makers, and researchers) focused on school-based issues like the academic achievement gap would do well to recognize the impact learning spaces outside of schools may have on student scholastic success, particularly for minority men. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Activism; Educational Change; Active Learning; Elementary Schools; Oral History; Interviews; Case Studies; Change Strategies; Educational Administration; Administrators

Abstract:
In 2007, Activity Based Learning (ABL), a child-centered, activity-based method of pedagogical practice, transformed classrooms in all of the over 37,000 primary-level government schools in Tamil Nadu, India. The large scale, rapid pace, and radical nature of educational change sets the ABL initiative apart from most school reform efforts. Interested in understanding how this movement achieved such success, we conducted oral history and ethnographic interviews, as well as an extensive review of reform documentation, to develop a historical case study of the ABL initiative. In this article, we present one of the findings of this study, arguing that the pursuit of ABL in Tamil Nadu was characterized by varied types of bureaucratic activism. State-level administrators, whom we consider bureaucratic activists, engaged strategies for change that combined both movement-building tactics and the conventional tools of administrative power. These reformers became pedagogical experts, expended considerable time and effort promoting the method, and engaged in a participatory, grassroots approach to pursuing the ABL reform within the state education sector. The egalitarian spirit with which ABL was promoted appeared to contribute to a moral authority and good will that generated support even when administrators used traditional tools of bureaucratic power, including top-down mandates, to institutionalize the reform. Ultimately, we argue, in their bureaucratic activism to change the government schools these administrators contributed to visible shifts in the nature of bureaucratic practice itself. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Foreign Countries; Language Acquisition; Ideology; Multilingualism; Language Planning; Participant Observation; Jews; Judaism; Language Attitudes; Language Usage; Spanish; Language Variation; Biographies; Oral History; Educational History; French; Second Language Learning; Social Status; Code Switching (Language); Ethnicity

Abstract:
This article explores the diminished use of Judeo-Spanish among Jews living in Turkey and asks the following research question: What factors, ideologies, and practices contribute to the demise of Judeo-Spanish? To address this question, we employed life history inquiry based on two oral history archives documenting elderly Turkish-Jewish community members' lived experiences in Turkey. We argue that the endangerment of Judeo-Spanish is caused by the reciprocal interaction between broader, societal language ideologies and family-internal language practices. In particular, the opening of the Alliance schools among the Turkish Jewry in the second half of the nineteenth century relegated Judeo-Spanish to a lower social standing and promoted French as the language of Western enlightenment while Turkish nationalism and the "Turkish-only" language policies of the newly formed Turkish Republic aimed to create a monolingual public space in Turkey. To further explain how monolingual language ideologies influenced the use of Judeo-Spanish in the family, we discuss the negative language attitudes towards Judeo-Spanish that are reproduced in the family and specific language practices (e.g., code-meshing) that relegate Judeo-Spanish to linguistic periphery, yet keep this language as a marker of ethnic identity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Jews; Foreign Countries; Ideology; Historiography; Tourism; Educational History; Oral History; Organizations (Groups); Identification (Psychology); Judaism; Experiential Learning

Abstract:
Homeland tourism is a powerful medium of diasporic education. Yet, efforts to understand the enterprise are hampered by neglect of the field's history. This article contributes to the historiography of diaspora homeland tourism by examining the emergence of American Jewish educational tours of Israel in the 1950s and 1960s. Archival research and oral histories reveal that the early programs were not merely homeland oriented, but also organizationally oriented, seeking to establish sponsors' institutional footholds in Israel and to foster travelers' identification not just with Israel, but also with the sponsoring organizations and their ideologies. In their divergence from present-day Jewish educational tours of Israel, the early programs suggest new lines of inquiry about contemporary homeland tourism. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Eskimo Aleut Languages; Eskimos; Teacher Education Programs; Cultural Education; Foreign Countries; Science Instruction; Elementary Secondary Education; Oral History; Units of Study; Guidelines; Culturally Relevant Education; Outcomes of Education

Abstract:
This paper reports on the development of a science unit for Nunavut students and my collaboration with Louise Uyarak, an early years teacher and a graduate of Arctic College's teacher education program. The unit addresses light outcomes in the "Canadian Common Framework of Science Learning Outcomes, K-12". More importantly, it incorporates aspirations of the local community, the District Education Authority, and the Nunavut government for bi-cultural education in science: an education that develops knowledge in and about science and knowledge passed on to the Inuit by their ancestors. Components of lessons are presented and discussed in the context of how Louise and I worked together to develop a resource that would embody the fundamental nature of culturally responsive teaching and "two-way" science learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Associations; Oral History; Counseling Psychology; Ethnic Groups; Minority Groups

Abstract:
This article is a response to the major contribution published in this volume regarding the history and relationship between the Society of Counseling Psychology and five ethnic minority psychological associations. Using a both-and approach, this response discusses the topics of (a) written and oral history, (b) interconnectedness and independence, and (c) micro and macro issues. It concludes with a story of five brothers to illustrate the strength of individuality and togetherness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music Education; Sexual Orientation; Music Teachers; Homosexuality; Teacher Education Programs; Student Diversity; Classroom Environment; Teacher Role; Bullying; Oral History; Student Teacher Attitudes; Inclusion

Abstract:
Music is important to the development of multidimensional future adults. Students have self-reported the value of music in their lives. Music educators, therefore, have a unique opportunity to create inclusive learning environments. Music learning objectives are often rooted in development of rehearsal techniques and performance skills. However, teachers also impart personal values to students in the process. Diversity in contemporary school classrooms is represented by a variety of characteristics, including sexual orientation. Analysis of survey data indicates that a large percentage of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students are verbally and physically harassed at school. Teachers are often the first line of defense in situations involving harassment at school. This article is a synthesis of strategies for inclusion of LGBTQ issues in the music classroom, from research literature and oral histories. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Story Grammar; Emergent Literacy; Phenomenology; Culturally Relevant Education; Student Centered Curriculum; Social Justice; Urban Education; African American Achievement; African American Children; Oral History; Grade 1

Abstract:
Literacy is a socially constructed ideology (Barton & Hamilton, 1998; Street, 1995). Current representations reduce literacy to standards, skill testing, and the five components of reading (NICHD, 2000). This view of literacy discounts the knowledge and skills of many students. This article examines the oral story of Aisha, an African American first grader, through traditional and nontraditional measures. The findings highlight two contrasting perspectives of Aisha's story: One that views the story as weak and below grade level and another that highlights her rich literacy abilities. This study argues that it is important to consider the social and historical features that may influence children's stories. A definition of literacy that recognizes and values the continuum of literacy experiences is advocated in this article. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Oral History; Interviews; Local Issues; Rural Areas; African Americans; Disproportionate Representation; Research Design; Archives; Accountability; Sustainability; Standards; Access to Information

Abstract:
This article summarizes various applications of oral history interviews at local sites to represent the writing of underrepresented groups. The coauthors (a rhetorician and an archivist) discuss the important disciplinary implications for tending to the local, especially at sites where formal archives are hard to come by, offering three principles for sustaining the local by combining research design with archival development. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tribally Controlled Education; Story Telling; American Indian Culture; Tribes; Moral Values; Oral History; American Indian Education; Teaching Methods

Abstract:
According to Simon Ortiz (Acoma Pueblo), storytelling is as much about education as entertainment. It is through storytelling that each tribe's history, moral precepts, and spirituality are passed down from one generation to the next. This attention to the holistic value of storytelling and its link to community is understood by Kevin "Hoch" Decora (Lakota) who teaches at Sinte Gleska University in Mission, South Dakota. He uses storytelling in his classes to reflect community and draw in students of all ages. At many tribal colleges, storytelling is an integral part of the curricula. Students learn from elders--and also learn to craft their own narratives. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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