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Mocombe, Paul C. – Diaspora, Indigenous, and Minority Education, 2018
In this article, I argue that resolving the Black-White academic achievement gap is incompatible with the emerging issues of global climate change. That is, solutions (equitable funding of schools and resources, school integration movements, and after-school and mentoring programs) for closing the gap in order so that Blacks in America and…
Descriptors: African American Students, White Students, Achievement Gap, Racial Differences
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Sembiante, Sabrina F.; Baxley, Traci P.; Cavallaro, Christina J. – Diaspora, Indigenous, and Minority Education, 2018
This article investigates how immigrant children's acculturation experiences are characterized through the symbolic literary feature of name in children's literature and how the language of the text functions to communicate these messages. We draw on the theoretical frameworks of Critical Literacy (CL) and Systemic Functional Linguistics (SFL) to…
Descriptors: Picture Books, Immigrants, Acculturation, Critical Literacy
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McClure, Greg; Fitts, Shanan – Diaspora, Indigenous, and Minority Education, 2018
In this paper, we share the testimonio of Santana, an immigrant from rural México, who explained the ways that she navigates her life and raises her children as a Latina immigrant woman here in the southeastern United States. Our inquiry is guided by analysis of ethnographic interviews conducted with Santana over a period of three years. We argue…
Descriptors: Mexican Americans, Females, Personal Narratives, Ethnography
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Abu Asbah, Khaled – Diaspora, Indigenous, and Minority Education, 2018
Education for multiculturalism, founded on liberal-democratic values, is a frequent topic of educational discourse that has not been ignored by Muslim Arab schools in Israel. In general, Arab society is undergoing change processes, in transition from a traditional to a modern society; traditional values are challenged, engendering social crises.…
Descriptors: Foreign Countries, Multicultural Education, Arabs, Muslims
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Sosa-Provencio, Mia Angélica – Diaspora, Indigenous, and Minority Education, 2018
Through a Chicana Feminist and Curricular Reconceptualist lens, this article theorizes a Curriculum of the Mestiza/o Body as return to historicized, corporal knowing which takes shape, form, flesh and language in the Mestiza/o Body in order to nourish and arm especially Mexican/Mexican-American (Mexicana/o) young people toward equitable, hopeful…
Descriptors: Resistance (Psychology), Values Education, Hispanic American Students, Curriculum Development
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Phuntsog, Nawang – Diaspora, Indigenous, and Minority Education, 2018
This conceptual paper reports the rare and unprecedented mother tongue based schooling of Tibetan children in exile in India as a success story that can serve as a model for displaced and indigenous peoples. A brief historical development of Tibetan language is offered to highlight the circuitous journey of Tibetan language from the indigenous to…
Descriptors: Sino Tibetan Languages, Refugees, Minority Groups, Language of Instruction
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Kang, Shin Ji; Jung, Seoyoon; Lee, Kyungwha – Diaspora, Indigenous, and Minority Education, 2018
This paper articulates the challenges of the South Korean education system through a co-constructed narrative, employing duoethnographic methodology. The authors offer critical and contextualized perspectives on their personal and professional observations on the dysfunctional aspects of South Korean education including dehumanization and…
Descriptors: Ethnography, Korean, Sustainable Development, Foreign Countries
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Sepúlveda, Enrique, III – Diaspora, Indigenous, and Minority Education, 2018
This article examines the deployment of border conocimiento and the subsequent cultural production of third spaces for transnational Mexican youth by Chicano educators who I call "border brokers" at a northern California high school. It examines the micro-level insurgent actions on the part of a small group of educators at Bosque High to…
Descriptors: Undocumented Immigrants, Mexicans, Epistemology, Ethnography
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Nyemba, Florence; Chitiyo, Rufaro A. – Diaspora, Indigenous, and Minority Education, 2018
This study examined parental involvement practices by Zimbabwean immigrant mothers in Cincinnati, Ohio. Research had shown the link between parental involvement and children's academic success. We draw upon Epstein et al.'s (2002) parental involvement framework to examine how Zimbabwean immigrant mothers participate in their children's schooling…
Descriptors: Immigrants, Mothers, Parent Participation, Semi Structured Interviews
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Obondo, Margaret Akinyi – Diaspora, Indigenous, and Minority Education, 2018
This study focuses on teachers of new arrival migrant pupils in a provincial school district in mid-Sweden. The paper draws from qualitative interviews with these teachers and extracts from lessons of as well as written reflections of these lessons. The study explores the teachers' perspectives and pedagogical responses to newcomer migrants in…
Descriptors: Immigrants, Culturally Relevant Education, Teaching Methods, Foreign Countries
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Lavoie, Constance; Blanchet, Patricia-Anne – Diaspora, Indigenous, and Minority Education, 2018
The life narrative is an oral genre grounded in Indigenous tradition and teaching practice. In Canadian Indigenous communities, the expertise and content transmitted by life narratives are a part of their oral heritage. Drawing from their personal and professional experiences in Indigenous school environments, as well as the results from…
Descriptors: Indigenous Knowledge, Classroom Techniques, Biographies, Personal Narratives
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Ratliffe, Katherine T. – Diaspora, Indigenous, and Minority Education, 2018
This qualitative study describes a small community of people in Hawai'i who were affiliated with Enewetak, an atoll exposed to nuclear testing by the United States after World War II. Pattern matching is used to compare their social and educational conditions to those of other involuntary migrant groups across the world. The Enewetak community is…
Descriptors: Qualitative Research, Migrants, Comparative Analysis, Environmental Influences
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Scott, David; Gani, Raphaël – Diaspora, Indigenous, and Minority Education, 2018
From 2005-2010 the province of Alberta introduced a social studies program of study mandating that all K-12 teachers use the lens of First Nations, Metis, and Inuit perspectives to help students understand the past as well as key concepts and contemporary issues. This paper offers a systematic examination of a range of data sources, including…
Descriptors: Social Studies, Elementary School Teachers, Secondary School Teachers, American Indians
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Rodriguez, Louie F. – Diaspora, Indigenous, and Minority Education, 2018
Social inequality as evident through poverty, racism, and irrelevant social and educational policies and practices have created consistent disparities on most educational achievement and attainment outcomes for historically marginalized students, and students of color specifically. These ongoing inequalities and injustices require policy,…
Descriptors: Minority Group Students, Story Telling, Social Justice, Disadvantaged Youth
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Miller, Tess – Diaspora, Indigenous, and Minority Education, 2018
The practice of measuring Indigenous achievement dates back to the early 1960s. Since then, Indigenous people have been subjected to a number of different standardized assessments intended to capture indicators of their well-being. Unfortunately, little attention has been given to the cultural appropriateness of subjecting Indigenous people to…
Descriptors: Well Being, Canada Natives, Foreign Countries, Academic Achievement
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