Pub Date : 2022-12-21DOI: 10.1080/15595692.2022.2160436
Tsebo Kgoto Matsekoleng, T. A. Mapotse, M. Gumbo
{"title":"The role of indigenous games in education: a technology and environmental education perspective","authors":"Tsebo Kgoto Matsekoleng, T. A. Mapotse, M. Gumbo","doi":"10.1080/15595692.2022.2160436","DOIUrl":"https://doi.org/10.1080/15595692.2022.2160436","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89299981","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 : 2022-12-15DOI: 10.1080/15595692.2022.2149486
Esther E. Gottlieb, S. Ben-Asher, Kassim Alsraiha
ABSTRACT We test Foster’s enduring assertion that “the best vocational education is an academic degree” by examining a case study of Israeli Bedouin women and men, young professionals who shared with us their personal stories of their parents taking them out of their local separate but equal schools and moving them to the majority schooling system. The narratives we collected enabled us to follow the education journey of Bedouin children whose achievements are attributable not to institutional initiatives but to grassroot alternatives where parents and their children secured their own vocational future. We outline the professional journey of 16 men and women who moved to a Kibbutz school, mastered the majority language, matriculated, and confidently acquired academic degrees. Their narratives attest to professionalization and self-fulfillment but also awareness of the context of their upbringing and the daily pressures to sustain their social equilibrium. These young professionals fashioned themselves in the interstices between identities, developing both a hunger to participate in the global marketplace and loyalty to the local. Ending up holding jobs that contributed to their own society, and refusing to perform stereotypically minoritized vocational identities, they achieved the kinds of lives they have reason to value. Compelled to honor their journeys, we conclude that our case study corroborates Foster’s finding that the best vocational education is an academic degree, as reflected in professional achievement and enhanced opportunities for social mobility.
{"title":"When is an academic degree the best vocational education? Bedouin professionals reflect on their life choices","authors":"Esther E. Gottlieb, S. Ben-Asher, Kassim Alsraiha","doi":"10.1080/15595692.2022.2149486","DOIUrl":"https://doi.org/10.1080/15595692.2022.2149486","url":null,"abstract":"ABSTRACT We test Foster’s enduring assertion that “the best vocational education is an academic degree” by examining a case study of Israeli Bedouin women and men, young professionals who shared with us their personal stories of their parents taking them out of their local separate but equal schools and moving them to the majority schooling system. The narratives we collected enabled us to follow the education journey of Bedouin children whose achievements are attributable not to institutional initiatives but to grassroot alternatives where parents and their children secured their own vocational future. We outline the professional journey of 16 men and women who moved to a Kibbutz school, mastered the majority language, matriculated, and confidently acquired academic degrees. Their narratives attest to professionalization and self-fulfillment but also awareness of the context of their upbringing and the daily pressures to sustain their social equilibrium. These young professionals fashioned themselves in the interstices between identities, developing both a hunger to participate in the global marketplace and loyalty to the local. Ending up holding jobs that contributed to their own society, and refusing to perform stereotypically minoritized vocational identities, they achieved the kinds of lives they have reason to value. Compelled to honor their journeys, we conclude that our case study corroborates Foster’s finding that the best vocational education is an academic degree, as reflected in professional achievement and enhanced opportunities for social mobility.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74582044","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 : 2022-12-13DOI: 10.1080/15595692.2022.2157397
R. Raby, Oleg Legusov, D. Addae, Jonathan Martel, Leping Mou, Dawn Wood
ABSTRACT The Sustainable Development Goals link access to higher education, particularly for non-traditional populations, as a way to fight poverty and ensure prosperity. This article examines the experiences of several under-researched categories of non-traditional students who attend Community Colleges and Technical Vocational Education and Training (TVET) Colleges in multiple jurisdictions worldwide. The article begins to fill in the gap with comparative data on how these institutions advance equity, diversity, and inclusion through access to higher education. The implications of Community Colleges and TVET are analyzed using the lens of Neo-Liberalism and the Capabilities Narrative. The study extends the scope of the inquiry into the contributions these institutions make to sustainable development. The article uses a comparative multi-case study approach to examine the Community Colleges and TVET Colleges in different jurisdictions worldwide.
{"title":"Role of community colleges and other TVET institutions in advancing sustainable development by supporting access, diversity, and inclusion for nontraditional student populations","authors":"R. Raby, Oleg Legusov, D. Addae, Jonathan Martel, Leping Mou, Dawn Wood","doi":"10.1080/15595692.2022.2157397","DOIUrl":"https://doi.org/10.1080/15595692.2022.2157397","url":null,"abstract":"ABSTRACT The Sustainable Development Goals link access to higher education, particularly for non-traditional populations, as a way to fight poverty and ensure prosperity. This article examines the experiences of several under-researched categories of non-traditional students who attend Community Colleges and Technical Vocational Education and Training (TVET) Colleges in multiple jurisdictions worldwide. The article begins to fill in the gap with comparative data on how these institutions advance equity, diversity, and inclusion through access to higher education. The implications of Community Colleges and TVET are analyzed using the lens of Neo-Liberalism and the Capabilities Narrative. The study extends the scope of the inquiry into the contributions these institutions make to sustainable development. The article uses a comparative multi-case study approach to examine the Community Colleges and TVET Colleges in different jurisdictions worldwide.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82221126","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 : 2022-11-30DOI: 10.1080/15595692.2022.2149485
Tara M. Pride, B. Beagan, A. MacLeod, Kaitlin R. Sibbald
{"title":"Educational experiences of health professionals from marginalized groups: “It definitely takes more work”","authors":"Tara M. Pride, B. Beagan, A. MacLeod, Kaitlin R. Sibbald","doi":"10.1080/15595692.2022.2149485","DOIUrl":"https://doi.org/10.1080/15595692.2022.2149485","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76972510","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 : 2022-11-26DOI: 10.1080/15595692.2022.2148650
Y. Nesterova, M. Moskal
For this issue of the Conversations, I had a discussion with Dr Marta Moskal, Associate Professor (Senior Lecturer) of Sociology of Education and Migration in the School of Education at the University of Glasgow. Dr Moskal’s research addresses the need for equitable opportunities for migrant students, workers, refugees, and their families through fair and inclusive policies and practices in the UK. Her research has been funded by the European Commission, Economic and Social Research Council, Art and Humanities Research Council, and British Academy; and her work has been published in leading international journals. In our discussion, we focussed on Brexit, the withdrawal of the United Kingdom (UK) from the European Union (EU) in 2020, following the 2016 EU referendum where 51.9% of the UK voted to leave the EU. Brexit was a significant event for the country and EU citizens residing in it, and the runup to it – political and media campaigns to “Take Back Control” in particular – set the tone for how immigration has been perceived and discussed in the British society. As Simpson and Startin (2022) assert, for example, the coverage of European affairs has become “vigorously partisan, nationalist and at times xenophobic” (p. 3). In this Conversation, Dr Moskal and I discuss how Brexit and the media and political discourse around it have affected the experiences of young people from Central and Eastern European backgrounds living in the UK.
{"title":"Conversations: Yulia Nesterova with Marta Moskal","authors":"Y. Nesterova, M. Moskal","doi":"10.1080/15595692.2022.2148650","DOIUrl":"https://doi.org/10.1080/15595692.2022.2148650","url":null,"abstract":"For this issue of the Conversations, I had a discussion with Dr Marta Moskal, Associate Professor (Senior Lecturer) of Sociology of Education and Migration in the School of Education at the University of Glasgow. Dr Moskal’s research addresses the need for equitable opportunities for migrant students, workers, refugees, and their families through fair and inclusive policies and practices in the UK. Her research has been funded by the European Commission, Economic and Social Research Council, Art and Humanities Research Council, and British Academy; and her work has been published in leading international journals. In our discussion, we focussed on Brexit, the withdrawal of the United Kingdom (UK) from the European Union (EU) in 2020, following the 2016 EU referendum where 51.9% of the UK voted to leave the EU. Brexit was a significant event for the country and EU citizens residing in it, and the runup to it – political and media campaigns to “Take Back Control” in particular – set the tone for how immigration has been perceived and discussed in the British society. As Simpson and Startin (2022) assert, for example, the coverage of European affairs has become “vigorously partisan, nationalist and at times xenophobic” (p. 3). In this Conversation, Dr Moskal and I discuss how Brexit and the media and political discourse around it have affected the experiences of young people from Central and Eastern European backgrounds living in the UK.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86057096","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 : 2022-10-21DOI: 10.1080/15595692.2022.2138321
K. Koirala
ABSTRACT This paper focuses on the context underpinning the implementation of ethno science at the K-12 school science curriculum in the context of Nepal. Since human evolution, Indigenous people have both gained scientific knowledge and practiced scientific skills. This paper refers to this knowledge as Ethno Science/ Indigenous Wisdom. However, hegemonic Western Science (WS) knowledge and practices deny such indigenous wisdom. In Nepal, school science curriculum is designed to teach Western scientific methods. The recognition, utilization, and validation of Indigenous Knowledge within the science curriculum generate challenges to students and teachers alike. The concern is that the Indigenous students continuously underperform when taught using Western Science. The bright spot is when Indigenous students are taught Western Science with Ethno Science/ Indigenous Wisdom as the bridge-builder between these two systems of knowledge.
{"title":"Ethno science practice as Indigenous wisdom: challenges to braiding with Western-based school science curriculum","authors":"K. Koirala","doi":"10.1080/15595692.2022.2138321","DOIUrl":"https://doi.org/10.1080/15595692.2022.2138321","url":null,"abstract":"ABSTRACT This paper focuses on the context underpinning the implementation of ethno science at the K-12 school science curriculum in the context of Nepal. Since human evolution, Indigenous people have both gained scientific knowledge and practiced scientific skills. This paper refers to this knowledge as Ethno Science/ Indigenous Wisdom. However, hegemonic Western Science (WS) knowledge and practices deny such indigenous wisdom. In Nepal, school science curriculum is designed to teach Western scientific methods. The recognition, utilization, and validation of Indigenous Knowledge within the science curriculum generate challenges to students and teachers alike. The concern is that the Indigenous students continuously underperform when taught using Western Science. The bright spot is when Indigenous students are taught Western Science with Ethno Science/ Indigenous Wisdom as the bridge-builder between these two systems of knowledge.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76983891","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 : 2022-10-21DOI: 10.1080/15595692.2022.2138320
Hande Erdem-Möbius, Özen Odag, Yvonne Anders
{"title":"Ethnoreligious identities in home–school–society relational spaces: The case of Turkish immigrant parents in Germany","authors":"Hande Erdem-Möbius, Özen Odag, Yvonne Anders","doi":"10.1080/15595692.2022.2138320","DOIUrl":"https://doi.org/10.1080/15595692.2022.2138320","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75871569","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 : 2022-08-26DOI: 10.1080/15595692.2022.2116188
B. Collet
{"title":"Conversations: Bruce Collet with Zvi Bekerman and Seoniagh MacPherson","authors":"B. Collet","doi":"10.1080/15595692.2022.2116188","DOIUrl":"https://doi.org/10.1080/15595692.2022.2116188","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82360028","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 : 2022-08-24DOI: 10.1080/15595692.2022.2115030
Gulbahar H. Beckett
ABSTRACT The Applied Linguistics field is criticized for neglecting Indigenous languages and cultures as well as social justice issues. Some see technology as exasperating the digital divide. We are urged to reflect on our work to see whose interests the field serves and respond with action. I discuss these issues in relation to existing work, arguing that Applied Linguistics should view the revitalization and revival of endangered Indigenous languages and cultures as a social justice issue. I will then show how this can be done from a broader sociolinguists perspective and through projects with technology to benefit both the Indigenous and the Applied Linguistics professional communities.
{"title":"Revitalization and revival of indigenous languages and cultures with applied linguistics and technology","authors":"Gulbahar H. Beckett","doi":"10.1080/15595692.2022.2115030","DOIUrl":"https://doi.org/10.1080/15595692.2022.2115030","url":null,"abstract":"ABSTRACT The Applied Linguistics field is criticized for neglecting Indigenous languages and cultures as well as social justice issues. Some see technology as exasperating the digital divide. We are urged to reflect on our work to see whose interests the field serves and respond with action. I discuss these issues in relation to existing work, arguing that Applied Linguistics should view the revitalization and revival of endangered Indigenous languages and cultures as a social justice issue. I will then show how this can be done from a broader sociolinguists perspective and through projects with technology to benefit both the Indigenous and the Applied Linguistics professional communities.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73661252","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 : 2022-08-02DOI: 10.1080/15595692.2022.2106209
Yeji Kim
ABSTRACT Drawing on notions of transnationalism and transnational funds of knowledge and using a narrative inquiry, this study investigates the experiences of a Korean migrant social studies teacher named Ms. Choi who works with newly arrived students in New York City while maintaining close ties to her home country. I explore how she makes sense of and negotiates her position as an Asian migrant teacher and how her own sense making of herself influences her teaching practices, which draw on her students’ transnational funds of knowledge through the use of a variety of engaging multimodal and multilingual repertoires. Bringing attention to Ms. Choi’s personal, migratory, and teaching life and experiences, this study contributed to scholarly challenges of racialized ideas of assimilation for Asian migrant communities and prompts more alternative and complex understandings of Asian migrant teachers’ lives and pedagogies that cross multiple borders.
{"title":"Bridging transnational funds of knowledge into classrooms: A narrative inquiry of a Korean migrant becoming a teacher of newcomer students","authors":"Yeji Kim","doi":"10.1080/15595692.2022.2106209","DOIUrl":"https://doi.org/10.1080/15595692.2022.2106209","url":null,"abstract":"ABSTRACT Drawing on notions of transnationalism and transnational funds of knowledge and using a narrative inquiry, this study investigates the experiences of a Korean migrant social studies teacher named Ms. Choi who works with newly arrived students in New York City while maintaining close ties to her home country. I explore how she makes sense of and negotiates her position as an Asian migrant teacher and how her own sense making of herself influences her teaching practices, which draw on her students’ transnational funds of knowledge through the use of a variety of engaging multimodal and multilingual repertoires. Bringing attention to Ms. Choi’s personal, migratory, and teaching life and experiences, this study contributed to scholarly challenges of racialized ideas of assimilation for Asian migrant communities and prompts more alternative and complex understandings of Asian migrant teachers’ lives and pedagogies that cross multiple borders.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78548309","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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