Pub Date : 2023-09-25DOI: 10.1080/15595692.2023.2261577
Cody P. Maze
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsCody P. MazeCody Maze is a Ph.D. student in Curriculum and Instruction within the School of Education at Southern Illinois University. He is also a public-school teacher who has taught in grades 6–12. His long-term goals are to help train the next generation of teachers and contribute to the field of science education. His research interests include science education, evidence-based instruction, and implementing equitable and inclusive pedagogies. https://orcid.org/0000–0003–1626–2518
点击增大图片尺寸点击缩小图片尺寸附加信息撰稿人备注:scody P. MazeCody Maze是南伊利诺伊大学教育学院课程与教学专业的博士生。他也是一名公立学校的老师，教过6-12年级的学生。他的长期目标是帮助培养下一代教师，并为科学教育领域做出贡献。他的研究兴趣包括科学教育、循证教学以及实施公平和包容的教学法。https://orcid.org/0000 - 0003 - 1626 - 2518
{"title":"Book review: Mindful Teaching Practices for Black Male Achievement: A Student-Focused Guide for Educators <b>Book review: Mindful Teaching Practices for Black Male Achievement: A Student-Focused Guide for Educators</b> , by Theodore S.Ransaw Publisher, Rowman & Littlefield, 136 pp., $70.00 (Hardback), $30.00 (Paperback), $28.50 (eBook), ISBN 978-1-4758-6733-6, ISBN 978-1-4758-6734-3 and ISBN 978-1-4758-6735-0, https://rowman.com/ISBN/9781475867336/Mindful-Teaching-Practices-for-Black-Male-…","authors":"Cody P. Maze","doi":"10.1080/15595692.2023.2261577","DOIUrl":"https://doi.org/10.1080/15595692.2023.2261577","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsCody P. MazeCody Maze is a Ph.D. student in Curriculum and Instruction within the School of Education at Southern Illinois University. He is also a public-school teacher who has taught in grades 6–12. His long-term goals are to help train the next generation of teachers and contribute to the field of science education. His research interests include science education, evidence-based instruction, and implementing equitable and inclusive pedagogies. https://orcid.org/0000–0003–1626–2518","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-23DOI: 10.1080/15595692.2023.2261579
Shena Sanchez, Casey Philip Wong
ABSTRACTThis paper brings together two scholars, Filipina/CHamorro and Cantonese (respectively), to engage in collaborative story-sharing sessions. We accessed our upbringings, K-12 and postsecondary educations, relations with processes of coloniality and racialization, and critical consciousness formation to situate our lives and knowledges in how Asian diasporic peoples have sought to challenge systems of oppression through radical intellectualism. We consider how this radical work has been necessarily connected to practices of what has been referred to as “thick solidarity” or “co-conspiracy.” We share how we came to an understanding of solidarity as protection, the importance of considering power relations and formations, and the need to sustain value systems. We discuss implications for broader work in what might be called, in the lineage of Cedric Robinson and his invocation of the Black radical tradition, the Asian radical tradition. AcknowledgmentsWe would like to thank Kat Bornhoft for reviewing and cleaning the transcripts we used for this paper.Disclosure statementWe have no known conflict of interest to disclose.Additional informationNotes on contributorsShena SanchezShena Sanchez, Ph.D., is an Assistant Professor of Research Methodology at the University of Alabama. Her research focus is on critical qualitative inquiry, student and educator identity, and the socio-historical and political contexts of schooling.Casey Philip WongCasey Philip Wong, Ph.D., is an Assistant Professor of Social Foundations of Education in the Department of Educational Policy Studies at Georgia State University College of Education and Human Development. He researches and collaborates with communities to affirm, foster, sustain, and revitalize educational institutions and relations that critically center overlapping and interconnected African/Black, Indigenous, Latine/x/a/o, Asian, and Pacific Islander communities.
摘要本文邀请菲律宾/查莫罗学者和广东学者进行合作故事分享。我们回顾了我们的成长经历、K-12和高等教育、与殖民主义和种族化进程的关系，以及批判性意识的形成，将我们的生活和知识置于亚洲散居民族如何通过激进的智识主义挑战压迫制度的过程中。我们考虑这种激进的工作是如何必然地与所谓的“厚团结”或“共谋”的实践联系在一起的。我们分享了我们如何理解团结就是保护，考虑权力关系和形成的重要性，以及维持价值体系的必要性。我们讨论了对更广泛的工作的影响，在塞德里克·罗宾逊的谱系中以及他对黑人激进传统的召唤，亚洲激进传统。我们要感谢Kat Bornhoft审查和清理我们在本文中使用的成绩单。披露声明我们没有已知的利益冲突需要披露。作者简介:谢娜·桑切斯博士，阿拉巴马大学研究方法论助理教授。她的研究重点是批判性质的探究，学生和教育者的身份，以及学校教育的社会历史和政治背景。Casey Philip Wong，博士，美国乔治亚州立大学教育与人类发展学院教育政策研究系教育社会基础助理教授。他研究并与社区合作，以肯定、培养、维持和振兴教育机构和关系，这些机构和关系至关重要地集中在重叠和相互联系的非洲/黑人、土著、拉丁/x/a/o、亚洲和太平洋岛民社区。
{"title":"Replanted elsewhere: Getting to the root of solidarity","authors":"Shena Sanchez, Casey Philip Wong","doi":"10.1080/15595692.2023.2261579","DOIUrl":"https://doi.org/10.1080/15595692.2023.2261579","url":null,"abstract":"ABSTRACTThis paper brings together two scholars, Filipina/CHamorro and Cantonese (respectively), to engage in collaborative story-sharing sessions. We accessed our upbringings, K-12 and postsecondary educations, relations with processes of coloniality and racialization, and critical consciousness formation to situate our lives and knowledges in how Asian diasporic peoples have sought to challenge systems of oppression through radical intellectualism. We consider how this radical work has been necessarily connected to practices of what has been referred to as “thick solidarity” or “co-conspiracy.” We share how we came to an understanding of solidarity as protection, the importance of considering power relations and formations, and the need to sustain value systems. We discuss implications for broader work in what might be called, in the lineage of Cedric Robinson and his invocation of the Black radical tradition, the Asian radical tradition. AcknowledgmentsWe would like to thank Kat Bornhoft for reviewing and cleaning the transcripts we used for this paper.Disclosure statementWe have no known conflict of interest to disclose.Additional informationNotes on contributorsShena SanchezShena Sanchez, Ph.D., is an Assistant Professor of Research Methodology at the University of Alabama. Her research focus is on critical qualitative inquiry, student and educator identity, and the socio-historical and political contexts of schooling.Casey Philip WongCasey Philip Wong, Ph.D., is an Assistant Professor of Social Foundations of Education in the Department of Educational Policy Studies at Georgia State University College of Education and Human Development. He researches and collaborates with communities to affirm, foster, sustain, and revitalize educational institutions and relations that critically center overlapping and interconnected African/Black, Indigenous, Latine/x/a/o, Asian, and Pacific Islander communities.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135957968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1080/15595692.2023.2254873
Rose Mina Munjee, Seonaigh MacPherson
This research considers the impacts of racism on the experiences of racialized people, and how mindfulness and compassion might serve as resources for their recovery and resistance. Applying ecological theories of mind and critical phenomenology, the study presents the self-reported experiences of 30 adult organized into five focus groups of practitioners and teachers of mindfulness and compassion, with four affinity groups (Indigenous, Black, South Asian, and E./S.E. Asian) and one contrastive White group. Resulting data were clustered under seven salient topics: identity, racism, oppression, trauma, motivation, mindfulness, and compassion. Participants described mindfulness and compassion as impactful in their responses to, and recovery from, racism through identity (authenticity and belonging), the unlearning of internalized oppression, empowerment (cultural reinvigoration), and social change, with compassion contributing to reversing of self-coldness and opening to reconciliation.
{"title":"Mindfulness and compassion in response to racism","authors":"Rose Mina Munjee, Seonaigh MacPherson","doi":"10.1080/15595692.2023.2254873","DOIUrl":"https://doi.org/10.1080/15595692.2023.2254873","url":null,"abstract":"This research considers the impacts of racism on the experiences of racialized people, and how mindfulness and compassion might serve as resources for their recovery and resistance. Applying ecological theories of mind and critical phenomenology, the study presents the self-reported experiences of 30 adult organized into five focus groups of practitioners and teachers of mindfulness and compassion, with four affinity groups (Indigenous, Black, South Asian, and E./S.E. Asian) and one contrastive White group. Resulting data were clustered under seven salient topics: identity, racism, oppression, trauma, motivation, mindfulness, and compassion. Participants described mindfulness and compassion as impactful in their responses to, and recovery from, racism through identity (authenticity and belonging), the unlearning of internalized oppression, empowerment (cultural reinvigoration), and social change, with compassion contributing to reversing of self-coldness and opening to reconciliation.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1080/15595692.2023.2254874
Kari A. B. Chew, Courtney Tennell
methodologies
方法
{"title":"Relationality in online Indigenous language courses","authors":"Kari A. B. Chew, Courtney Tennell","doi":"10.1080/15595692.2023.2254874","DOIUrl":"https://doi.org/10.1080/15595692.2023.2254874","url":null,"abstract":"methodologies","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83763084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.1080/15595692.2023.2252543
Manuel Lopez Delgado
{"title":"Expected and adopted roles of indigenous lecturers and professors in Mexican universities","authors":"Manuel Lopez Delgado","doi":"10.1080/15595692.2023.2252543","DOIUrl":"https://doi.org/10.1080/15595692.2023.2252543","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81358737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.1080/15595692.2023.2249565
B. S. Madonsela, Machete Machete
{"title":"A systematic review of Indigenous knowledge in global contexts","authors":"B. S. Madonsela, Machete Machete","doi":"10.1080/15595692.2023.2249565","DOIUrl":"https://doi.org/10.1080/15595692.2023.2249565","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90139682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.1080/15595692.2023.2246608
Aimee N. Bridges
{"title":"“I can’t Breathe”: a Delphi study of the proverbial knee on the neck of African American male students","authors":"Aimee N. Bridges","doi":"10.1080/15595692.2023.2246608","DOIUrl":"https://doi.org/10.1080/15595692.2023.2246608","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80061504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/15595692.2023.2245645
Supriya Baily, Bruce A. Collet
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Correction StatementThis article has been corrected with minor changes. These changes do not impact the academic content of the article.Additional informationNotes on contributorsSupriya BailySupriya Baily, Ph.D., is a Professor of Education at George Mason University, focusing on social justice issues in education, the marginalization of girls and women in educational policy and practice, and the role of teacher education to address educational inequity. She was President of the Comparative and International Education Society (CIES) in 2022–2023.
{"title":"Conversations: Bruce Collet with Supriya Baily","authors":"Supriya Baily, Bruce A. Collet","doi":"10.1080/15595692.2023.2245645","DOIUrl":"https://doi.org/10.1080/15595692.2023.2245645","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Correction StatementThis article has been corrected with minor changes. These changes do not impact the academic content of the article.Additional informationNotes on contributorsSupriya BailySupriya Baily, Ph.D., is a Professor of Education at George Mason University, focusing on social justice issues in education, the marginalization of girls and women in educational policy and practice, and the role of teacher education to address educational inequity. She was President of the Comparative and International Education Society (CIES) in 2022–2023.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1080/15595692.2023.2242987
Christine Massing, Needal Ghadi, Daniel Kikulwe, Katerina Nakutnyy
{"title":"Refugee background families’ engagement in schooling across migration contexts: a community cultural wealth perspective","authors":"Christine Massing, Needal Ghadi, Daniel Kikulwe, Katerina Nakutnyy","doi":"10.1080/15595692.2023.2242987","DOIUrl":"https://doi.org/10.1080/15595692.2023.2242987","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86645742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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