Challenging Colorblindness in Arizona: Latina/o Students’ Counter-Narratives of Race and Racism

This essay reviews Latina/o students' counter-narratives challenging colorblindness. The author highlights the experiences of students from Tucson Unified School District's Mexican American Studies program. By examining student counter-narratives, the author also identifies race-related terms that are more suitable for dialogue among and with young Latinas/os of the post-civil rights generation.     

“Maybe That Concept Is Still with Us”: Adolescents' Racialized and Classed Perceptions of Teachers' Expectations

Teacher expectations for student behavior and academic performance have a lasting effect on student academic achievement—not only in the immediate school year, but also many years later. Yet, we know very little about how students interpret and understand teachers' expectations for them. This article expands the literature on teachers' expectations for students by drawing on student voice to examine how middle and high school students describe and experience the expectations that teachers have for them, and the implications of these expectations for developing positive student–teacher relationships. Findings indicate that traditionally minoritized and traditionally privileged youth harbor racialized and classed perceptions of teachers' expectations.

I feel like it's all around us too, like everything we hear kinda everything we learn about; it's kinda like minorities are oppressed. Like you learn about, a lot about, like, civil rights and all that; like you always kinda hear that, like, Blacks, minorities, all of them were kinda oppressed and that Whites were dominant at one point. So I mean it's not like it's the same; it's not completely different now, but maybe that concept is still with us. (Latina/o high school student)     

Investigating the Development of Science-Literate Identities Through a Multicultural Perspective

The complexity of learning science rests in the fact that it not only possesses a unique lexicon and discourse but also that it ultimately entails a way of knowing. This article involves a case study that examines the academic engagement and perceptions of a group (N = 30) of high school students regarding their science literacy practices. These students were participating in an Engaging Latino Communities in Education (ENLACE) program whose purpose is to increase Latina/o high school graduation rates and assist them with college entrance requirements. The students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question—What kind of science classroom learning environment supports science-literate identities for ENLACE students?—was juxtaposed with a corollary question: What does multicultural education mean for the science classroom? We incorporate Banks's (2016) five dimensions of multicultural education as interpretative lenses. Overall findings suggest that when Latina/o students are engaged in meaningful laboratory investigations and inquiry activities and when the teaching resembles that of culturally responsive instruction, they are more likely to develop a science-literate identity.     

A Review of “Encyclopedia of Diversity in Education. (Vols. 1–4)”

This article adopts an existentialist lens to examine the phenomenon of entering conflict with other human beings and the potential effects of such engagement on identity. In particular, it explores a teacher's active engagement (or lack thereof) in conflict as a response to the humiliation or degradation of a student. The comfort of a secure current identity and the risk that conflict poses to such an identity is posited as both the catalyst and barrier to active engagement. The point of conflict presents the teacher with a choice between self-protection and courageous sacrifice. This article attempts to expose the under-workings of such a decision through the use of narrative, depicting a situation of potential conflict between teacher and student.     

Diaspora as method: Inter-Asia Cultural Studies and the Asian Australian Studies Research Network

ABSTRACT

What is the place of the diasporas within the Inter-Asia Cultural Studies movement, and how can Asian diasporas in the West contribute to Inter-Asia's intellectual project of “problematising Asia”? Developing a notion of diaspora as method, this essay highlights the complementary relationship between the Asian Australian Studies Research Network and the Inter-Asia Cultural Studies network. It argues that the Inter-Asia network has much to gain from embracing the Asian Australian diaspora as an interlocutor with shared priorities and concerns, and that Asian Australian studies can also productively learn from Inter-Asia's alternative model of institutionalisation, thereby expanding its theoretical and methodological frames of reference.     

“Tenemos que ser la voz”: Exploring resilience among Latina/o immigrant families in the context of restrictive immigration policies and practices

Research investigating associations between immigration policies and practices and indicators of mental health among Latina/o immigrant families has identified a number of risk factors for this population, such as family separation. The role of protective factors tied to the mental health of Latina/o immigrants, however, often has been neglected. This study explored internal and external sources of resilience that may protect Latina/o immigrant families against the potentially negative effects of restrictive immigration policies and practices on psychological well-being. Six focus groups (N = 50) were conducted with Latina/o immigrant parents of varying residency statuses (i.e., undocumented, permanent residents, Temporary Protected Status (TPS) holders, and U.S. citizens). Data were analyzed using thematic analysis. Three themes were identified: Social Support, Faith, and Civic Commitment and Action. Across groups, Latina/o parents referenced family, peer, and community support, as well as their spiritual faith and involvement in advocacy efforts as coping mechanisms. Overall, results suggest that Latina/o immigrant parents of varying residency statuses rely on both internal and external sources of resilience to protect themselves and their families when navigating restrictive immigration policies and practices. This research is particularly timely in light of the increasingly restrictive nature of immigration policies in the U.S. and the growing literature on the influence these may have on immigrant well-being. Intervention efforts should build upon existing strengths, such as providing opportunities for Latina/o immigrant families to participate in political activism.     

Socio-cultural subgroups of Latina/o immigrants: A latent profile analysis

Socio-cultural factors, such as familismo, social support, machismo, and multigroup ethnic identity, are strongly associated with Latina/o immigrants’ alcohol misuse and depressive symptoms. However, research has rarely explored whether unobserved groups of Latina/o immigrants with similar socio-cultural factors exist. Latent Profile analysis can illuminate which subgroups to target, or which socio-cultural factors need to be supported, to have an impact on the prevention and treatment of alcohol use and/or depression in the Latina/o immigrant population. Cross sectional data from on ongoing longitudinal investigation was utilized (N = 518 Latina/o adults living in Miami-Dade County, Florida and have immigrated to the US within one year prior to assessment). Latent Profile Analyses (LPA) were conducted utilizing validated measures of familismo, social support, neighborhood collective efficacy, ethnic identity, machismo, caballerismo, and marianismo. The LPA revealed three, significantly different profiles: (1) low socio-cultural protection (n = 155, 29.98 %), (2) high socio-cultural protection (n = 21, 4.06 %), and (3) high socio-, low-cultural protection (n = 341, 65.96 %). Profile membership was associated significantly with immigrant documentation status, education level, and past family history of substance use. Results indicate that Latina/o immigrants in the low socio-cultural protection group had significantly higher alcohol use compared to high socio-, low cultural protection group. No significant differences were found for depressive symptoms. We discuss implications of our findings and encourage researchers to continue to unpack the complexities associated with socio-cultural factors and Latina/o mental and behavioral health. Specifically, research should focus on socio-cultural factors can provide protection from negative health outcomes and increase resiliency among this population.     

School and Community Wellness: Transforming Achievement Using a Holistic Orientation to Learning

A comprehensive school and community wellness plan was developed and implemented to transform Lemon Grove Academy for the Sciences and Humanities, an urban school, where student achievement and faculty satisfaction has soared. The school has become the center for the local neighborhood where culture, language, and equity are valued. The school's Comprehensive Wellness Plan includes student wellness, family wellness, staff/faculty wellness, and environmental wellness.     

Support networks among college enrolled Latinas/os: Using ego networks to examine gender differences in network language use and experiences of discrimination

The growth of the Latina/o population has been met with a backlash that has increased experiences of discrimination. Differences in gender, education, and acculturation often result in experiences of discrimination. Despite the importance of acculturation, few attempts have been made to understand the structural environment surrounding those experiences (i.e., social networks). Using ego network data, the current study examines the relationship between enculturation (a traditional indicator of acculturation), network language use, acculturative pressures, structural social support characteristics, and experiences of discrimination among a college-enrolled sample of Latinas/os (N = 139). Over half of respondents were female (61 %) with ages ranging from 18 to 63 and reported largely first (43 %) and second generational status (27 %). Findings indicate that pressure to acculturate was the strongest variable associated with experiences of discrimination. Network language use moderated by gender emerged over enculturation as more closely related to experiences of discrimination. The interaction term between gender and network language use revealed potentially different risk and protective factors for Latinas/os related to experiences of discrimination. Structural support variables associated with respondents’ social networks appear to provide some protective value but do not attenuate the relationship between pressure to acculturate and experiences of discrimination. In the current study, ego networks proved useful in identifying factors related to experiences of discrimination. Future research should continue to explore the importance of a person’s immediate social structure (i.e., ego networks) in protecting and exposing Latinas/os to harmful and health benefiting experiences.     

Facebook contact: The effect of an outgroup member’s language proficiency on desire for future intergroup contact

Guided by contact theory, we examined the effect of an international student’s English language proficiency on American students’ desire for future interaction with international students, online and in-person. We created a fictitious Facebook page of a female Chinese international student and experimentally manipulated her Facebook posts to represent low or high English proficiency. American students (N = 126) in the high proficiency condition reported more identification with the international student, which subsequently led to more desire for future interaction with the student both online and in person. These effects generalized to a desire for interaction with other Chinese students (again, both online and in person). The findings of the study have theoretical and practical implications for online intergroup communication.     

“Supporting excellence in the arts: from measurement to judgement”

The DCMS paper “Supporting excellence in the arts”, also known as the McMaster Review, raised more questions than it answered in terms of how UK cultural policy is likely to develop in the future. Although many of its intentions are laudable, the report fails to resolve the inherent problems associated with defining, measuring and judging cultural “excellence”, even though this forms the core of McMaster's argument about how policy should develop. This may have significant implications for cultural institutions in the future.

In addition, many of the report's recommendations may either be contradictory or impractical in the current policy climate – such as the desire for institutions to take more risks whilst simultaneously increasing visitor numbers and meeting other targets. As such, without a wider change in the Government's approach and a re-acknowledgement of culture's intrinsic value, “excellence” may just become the latest buzzword for practitioners, rather than the key principle upon which future decisions will be based.     

Narrating the pasts and selves: in dialogue with Ashis Nandy's “Memory Work”

Abstract

Through taking Ashis Nandy's “Memory Work” as the entry point to his psychological-political thoughts toward colonialization, de-colonialization and the empathetic critique of ultra-nationalism in India/South Asia, this paper aims to emphasize Nandy's essential argument to see how ideologies of modern colonialism work on molding the narrative of pasts and vivisecting the multiplicity of subjecthood – which Nandy termed as “multiple selves.” In this regard, this paper considers “Memory Work” as a revitalization of the perspective to look into how the selves and the narrative of pasts inter-configure each other under colonialism and nationalism. The paper also further looks for alternative accountability of pasts and selves within communities and their cultural traditions.     

Inside Out,Outside In: Power and Culture in a Learning Community

In this article the authors report on a university learning community that they designed and team taught on learning, culture, and power. The authors use it as a case to investigate the question: Can the unequal power dynamic of the university classroom be productively transformed to create a democratic learning experience that fosters learning and agency? The authors analyze student engagement, stimulated by Sleeter's interactive e-book, Culture Difference & Power and participatory action research projects that led to power shifts and agency. Within a theoretical context, they examine the tensions that underlie power, democracy, and agency in the classroom and highlight approaches for reconstituting roles, discourse, and action.     

Just‐Do‐It‐(Yourself): independent filmmaking in Malaysia

Abstract

This paper pursues the genealogies of mi-yi (secret doctors) as a threshold figure to attend to the questions of state-mediated governance and knowledge power concerning medical modernity in postwar Taiwan. To consider the mi-yi figure as symptomatic of Taiwan's medical modernity, I inquire into the question of how the scientific discourse of modernity as purported by the class of medical professionals converges with state power to discipline and regulate medical subjects and practices vis-à-vis the discourse of mi-yi. To this end, I analyze the anti-mi-yi discourse that emerged since the 1950s to discuss how the modern medical profession employed a language of science, rationality, and security that initiated an extended state surveillance of unregulated medical subjects and practices. The second part of the essay reads Chen Yingzhen's novella, Zhao Nandong as part of Taiwan's medical “archives” to explore the politics of embodied medical labor as a situated instance of the contradictions of medical modernity. I situate the literary imagination of Zhao Nandong in the social context of mi-yi discourse to frame the erased labor and violence, the ways in which the histories of these labors have been doubly obscured by the conflation of nationalistic historiography and positivist knowledge production of sociological categorizations of Taiwan's modernity.     

You Gotta Represent¡ Ethnic Identity Development among Hispanic Adolescents

Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, administrators, families, and communities, and how they perceive themselves. A discussion of the core issues that emerged, including students' reawakening to their ethnic identity, differing rationales for using native language, and observed differences in self-perceptions between the gifted and general education bilingual Hispanic students is provided, along with results and implications for future research.     

When feminism encounters New Documentary Movement: an uncompleted academic discussion

This article starts with the “encounter” between feminists in the “International Symposium on Chinese Women and Visual Representation” and Chinese documentary filmmaker Xu Tong’s Wheat Harvest, and explores the viewpoints and standpoints of feminist actors. With the analysis of the similarities and differences between the independent documentary perspective and the feminist stance, the author elaborates more deeply on why Chinese female directors do not have the consciousness of “feminism.” China’s independent documentary shows how the issue of feminism in China is intertwined with China’s various complex socio-political issues. The way of Chinese documentary filmmaker as “living with the bottom rung” is a kind of practical behavior that seeks truth by integrating itself with it. This requires great courage and idealism, as well as social experience. The bottom layer is where the dark side of the society exists which is beyond the law and morality. The question raised is precisely how to promote the development of feminism and documentary together to work for an equal and just society itself. The more urgent task of Chinese feminism is how to rethink the relationship between the reality of China and feminism, and how to re-establish effective dialogue and cooperation with various critical forces in this society. In the historical perspective of the feminism development of China over one century, gender and women's issues have never existed in isolation, but have moved forward with various social and political movements. How to re-examine this historic heritage to face China's problems and crises today is an uncompleted answer that China's feminism must hand over.     

Forging Multilingual Communities: School-based Strategies

In this article, we share how 2 multilingual/multicultural school communities work to build strong relationships with immigrant families to support parent involvement and language minority student achievement.     

Judicial Authority and Qāḍīs' Autonomy under the ʿAbbāsids

As Joseph Schacht argued in the 1950s, the office of qā?ī began in the Umayyad period as that of a “legal secretary” to provincial governors. Documentary evidence from Egypt confirms that governors were indeed regarded as the highest judicial authority in early Islam, and that their legal powers far surpassed that of any other judge. In large cities, governors appointed and dismissed qā?īs at will; decisions taken by qā?īs could be swiftly overruled by political authorities.

Although the ?Abbāsids reformed and centralised the judiciary in the second half of second/eighth century, qā?īs were still subordinate to reigning rulers and unable to impose judgements that displeased the caliph or his main representatives. The increasing political and social influence of scholars and the development of classical schools of law eventually changed this situation. Relying on a body of both narrative and legal literature, this article addresses the qā?īs' attempts to resist political rulers' interference with the judiciary by asserting themselves as true representatives of the sharī?a. It argues that ?anafī legal literature, dating from the third/ninth and fourth/tenth centuries, gradually elaborated a theory on the relationship between the qā?ī and the ruler. This theory was instrumental in doing away with political infringement on the judicial prerogative and was soon incorporated into adab literature, whose stories of rulers entirely subjugated to the rule of law became a new political model.     

Culturally and Linguistically Relevant Readalouds

The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential components, talk and text, in terms of developing cultural competence, maintaining high academic expectations, and fostering a critical stance. Particular attention is given to the interactive nature of these readalouds and how they can be used to promote children's active co-construction of textually-based meaning.     

The Castle and Lordship of Ḥārim and the Frankish-Muslim Frontier of Northern Syria in the Twelfth Century

The castle of ?ārim in Northern Syria was a site of intense military and political scrutiny during the twelfth century. Whether under the control of the Frankish principality of Antioch or of Muslim-held Aleppo, it acted as the battleground for control of the frontier between these two powers. This article therefore seeks to examine how both sides adapted to the demands of this frontier. First, it will show how central this castle was to the balance of power in the region, a reality historians have so far often overlooked; second, it will demonstrate, through an examination of ?ārim's Frankish lordship, particularly the inheritance rights of its Latin lords, that diverse customs and relationships of power emerged to meet the challenges of defending and governing the frontier.