Pub Date : 2023-07-24DOI: 10.1080/15595692.2023.2240458
Jungmin Kwon, Yeji Kim
{"title":"Transnational funds of knowledge in Asian diasporas: Tracing the experiences of Asian transmigrant teachers","authors":"Jungmin Kwon, Yeji Kim","doi":"10.1080/15595692.2023.2240458","DOIUrl":"https://doi.org/10.1080/15595692.2023.2240458","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87208883","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 : 2023-07-05DOI: 10.1080/15595692.2023.2232909
Fitria Fitria
{"title":"The education of Arabic speaking refugee children and young adults","authors":"Fitria Fitria","doi":"10.1080/15595692.2023.2232909","DOIUrl":"https://doi.org/10.1080/15595692.2023.2232909","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89186550","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 : 2023-06-22DOI: 10.1080/15595692.2023.2222503
Matthew A. Witenstein, Radhika Iyengar
Prior to embarking on this special issue, we had begun working on our own technical and vocational education and training (TVET) research project studying women’s upskilling in India. The Indian government demarcated women’s upskilling as an important initiative in their 12th five-year plan (an economic plan strategizing development and growth), which particularly remarked about the criticality of improving access while also notating the challenges and equity points that need to be worked on including economic empowerment and engagement in governance (Planning Commission, 2013). We then realized there was a need for studies on the ground to gauge whether this endeavor/initiative was desired and to begin working on policy development from the bottom up to connect with the Plan’s overall goals. Hence, through our participatory action research work at an upskilling program, we studied women’s access to and interest in participating in TVET programs because we wanted to know how and if they desired to engage in these programs (Iyengar & Witenstein, 2019; Witenstein & Iyengar, 2021). As the 12th five-year plan suggested, we took a holistic approach in working together in critiquing societal equity issues and the bridge between life at home with social and economic considerations at the work shed (where the upskilling program took place) to begin devising new conceptions and ideas of how this group of women may actively engaging in Indian society, their communities and families. As we considered policy recommendations (local, regionally and nationally) based upon the women’s interests and experiences, we realized it would be helpful not only to our collective work with women in India but for communities, researchers, policymakers, non-governmental organizations, and governments globally, to know more about current TVET ongoings, tensions, challenges, and directions. That is when we decided a special issue would be helpful to all stakeholders globally, and then the COVID−19 pandemic happened! Over the course of the pandemic, millions lost their jobs and livelihoods, and it is highly likely that when the world resumes in full capacity (or some adapted variation of that), many jobs may be obsolete, have been reconfigured to some degree, or require upskilling. Hence, this special issue may be even more critical than originally conceived of when taking our broader interests mentioned above together with the challenges and needs that have been unearthed through COVID−19. Therefore, in this era of uncertainty, Technical and Vocational Education and Training (TVET) can and most likely will play a critical role in bringing financial stability to families and communities, and for that matter, nations and its youth among other stakeholders (Ugwoegbulem, 2022).
{"title":"Policies, practices and the future of technical and vocational education and training for communities in the margins – a special issue commentary and introduction","authors":"Matthew A. Witenstein, Radhika Iyengar","doi":"10.1080/15595692.2023.2222503","DOIUrl":"https://doi.org/10.1080/15595692.2023.2222503","url":null,"abstract":"Prior to embarking on this special issue, we had begun working on our own technical and vocational education and training (TVET) research project studying women’s upskilling in India. The Indian government demarcated women’s upskilling as an important initiative in their 12th five-year plan (an economic plan strategizing development and growth), which particularly remarked about the criticality of improving access while also notating the challenges and equity points that need to be worked on including economic empowerment and engagement in governance (Planning Commission, 2013). We then realized there was a need for studies on the ground to gauge whether this endeavor/initiative was desired and to begin working on policy development from the bottom up to connect with the Plan’s overall goals. Hence, through our participatory action research work at an upskilling program, we studied women’s access to and interest in participating in TVET programs because we wanted to know how and if they desired to engage in these programs (Iyengar & Witenstein, 2019; Witenstein & Iyengar, 2021). As the 12th five-year plan suggested, we took a holistic approach in working together in critiquing societal equity issues and the bridge between life at home with social and economic considerations at the work shed (where the upskilling program took place) to begin devising new conceptions and ideas of how this group of women may actively engaging in Indian society, their communities and families. As we considered policy recommendations (local, regionally and nationally) based upon the women’s interests and experiences, we realized it would be helpful not only to our collective work with women in India but for communities, researchers, policymakers, non-governmental organizations, and governments globally, to know more about current TVET ongoings, tensions, challenges, and directions. That is when we decided a special issue would be helpful to all stakeholders globally, and then the COVID−19 pandemic happened! Over the course of the pandemic, millions lost their jobs and livelihoods, and it is highly likely that when the world resumes in full capacity (or some adapted variation of that), many jobs may be obsolete, have been reconfigured to some degree, or require upskilling. Hence, this special issue may be even more critical than originally conceived of when taking our broader interests mentioned above together with the challenges and needs that have been unearthed through COVID−19. Therefore, in this era of uncertainty, Technical and Vocational Education and Training (TVET) can and most likely will play a critical role in bringing financial stability to families and communities, and for that matter, nations and its youth among other stakeholders (Ugwoegbulem, 2022).","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74581595","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 : 2023-06-13DOI: 10.1080/15595692.2023.2222501
Satang Nabaneh, Matthew A. Witenstein
For this issue’s Conversation, I spoke with Dr. Satang Nabaneh, Director of Programs at the Human Rights Center, and Research Professor of Law, both positions at the University of Dayton. The conversation was recorded via Zoom on 3 April 2023, and while transcribed through the Zoom, I engaged in a close listen and second transcription of the recording for accuracy. Excerpts from the compelling conversation are included here for brevity. Several topics are highlighted including Dr. Nabaneh’s insights on human rights work (in Africa and globally), decolonization, global education and amplifying voice. Notably, her expertise and deep experience as a legal scholar and human rights practitioner who has worked across multiple countries, regions and continents, offers our DIME audience keen insights that can impact our research, practice and policy work.
{"title":"Conversations: Matthew A Witenstein with Satang Nabaneh","authors":"Satang Nabaneh, Matthew A. Witenstein","doi":"10.1080/15595692.2023.2222501","DOIUrl":"https://doi.org/10.1080/15595692.2023.2222501","url":null,"abstract":"For this issue’s Conversation, I spoke with Dr. Satang Nabaneh, Director of Programs at the Human Rights Center, and Research Professor of Law, both positions at the University of Dayton. The conversation was recorded via Zoom on 3 April 2023, and while transcribed through the Zoom, I engaged in a close listen and second transcription of the recording for accuracy. Excerpts from the compelling conversation are included here for brevity. Several topics are highlighted including Dr. Nabaneh’s insights on human rights work (in Africa and globally), decolonization, global education and amplifying voice. Notably, her expertise and deep experience as a legal scholar and human rights practitioner who has worked across multiple countries, regions and continents, offers our DIME audience keen insights that can impact our research, practice and policy work.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79790757","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 : 2023-05-26DOI: 10.1080/15595692.2023.2217968
Mary Gutman
{"title":"Teachers of Ethiopian origin in Israel: early career journeys and obstacles to being a teacher in the shadow of affirmative action","authors":"Mary Gutman","doi":"10.1080/15595692.2023.2217968","DOIUrl":"https://doi.org/10.1080/15595692.2023.2217968","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74632689","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 : 2023-05-17DOI: 10.1080/15595692.2023.2212824
Bruna Navarone Santos, L. de La Rocque, Isabela Cabral Félix de Sousa
ABSTRACT The Oswaldo Cruz Scientific Vocation Program is a scientific initiation educational program for High School students, in Biological, Health, Human, and Social Sciences areas. We consider that living in less advantaged neighborhoods impacts on the students, advisors and co-advisors’ emotions. In this paper, to illustrate our hypothesis, we selected narratives of a particular student living in Rio’s periphery and not acquainted with scientific practices, and the narratives of a co-advisor that lived in a suburb of Rio. Through Bakhtin framework and theoretical contributions from Education, Social Psychology, Anthropology, and Sociology of Emotions we conducted and analyzed interviews. In these narratives, we show the emotions through interviewees regarding their experiences, and we identified authenticity feelings such as liking and interest. The specific emotions related to scientific activities detected were friendship, dissatisfaction, appreciation, and interest. These emotions seem to influence future projects and stimulate sociability bringing together affinities and attenuating inequalities.
{"title":"The role of emotions in high school student’s scientific initiation from Vocational Program of Oswaldo Cruz Foundation","authors":"Bruna Navarone Santos, L. de La Rocque, Isabela Cabral Félix de Sousa","doi":"10.1080/15595692.2023.2212824","DOIUrl":"https://doi.org/10.1080/15595692.2023.2212824","url":null,"abstract":"ABSTRACT The Oswaldo Cruz Scientific Vocation Program is a scientific initiation educational program for High School students, in Biological, Health, Human, and Social Sciences areas. We consider that living in less advantaged neighborhoods impacts on the students, advisors and co-advisors’ emotions. In this paper, to illustrate our hypothesis, we selected narratives of a particular student living in Rio’s periphery and not acquainted with scientific practices, and the narratives of a co-advisor that lived in a suburb of Rio. Through Bakhtin framework and theoretical contributions from Education, Social Psychology, Anthropology, and Sociology of Emotions we conducted and analyzed interviews. In these narratives, we show the emotions through interviewees regarding their experiences, and we identified authenticity feelings such as liking and interest. The specific emotions related to scientific activities detected were friendship, dissatisfaction, appreciation, and interest. These emotions seem to influence future projects and stimulate sociability bringing together affinities and attenuating inequalities.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78643422","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 : 2023-05-14DOI: 10.1080/15595692.2023.2212825
Christina Maligkoudi, Giorgos Mavrommatis
{"title":"Exploring teachers’ language attitudes in the context of a bilingual primary educational system: The case of the Greek-Turkish minority schools in Thrace, Greece","authors":"Christina Maligkoudi, Giorgos Mavrommatis","doi":"10.1080/15595692.2023.2212825","DOIUrl":"https://doi.org/10.1080/15595692.2023.2212825","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78389031","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 : 2023-05-05DOI: 10.1080/15595692.2023.2207007
Olivia Sawyer, A. Murry, Elaine J Atay, Michael Alex Bednar, C. Barnabe
{"title":"Indigenous stories of mentorship","authors":"Olivia Sawyer, A. Murry, Elaine J Atay, Michael Alex Bednar, C. Barnabe","doi":"10.1080/15595692.2023.2207007","DOIUrl":"https://doi.org/10.1080/15595692.2023.2207007","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83158913","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 : 2023-04-16DOI: 10.1080/15595692.2023.2202390
D. Díaz
{"title":"No justice in the shadows: How America Criminalizes Immigrants","authors":"D. Díaz","doi":"10.1080/15595692.2023.2202390","DOIUrl":"https://doi.org/10.1080/15595692.2023.2202390","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79157552","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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