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.     

In/Out: Hong Kong Tongzhi Creative Workshop and Exhibition

Abstract

Critics of postcolonial theory have provided this theory with a genealogy in which it appears as the poisoned fruit of a period when revolutionary energies were ebbing and in retreat. This essay seeks to provide an alternative genealogy, suggesting that the Subaltern Studies project, and postcolonial theory more generally, were enabled and in important ways shaped by the Maoist upsurge in some parts of India in the latter 1960s and early 1970s. The critiques of modernity, of nationalism and the nation‐state, and of homogenizing narratives of progress which mark, and in the eyes of its critics, mar these intellectual currents, far from being reflections of their disassociation from radical politics, are here presented as the indirect outcome of a profound cultural and intellectual shift, which has been the consequence of the Naxalite movement of this period. This alternative genealogy proceeds through an alternative reading of the Naxalite movement. This essay asks why this movement was so important, given that its ideology was naïve, and its political successes short‐lived. The Naxalite strategy of ‘annihilating’ feudal landlords, and the urban ‘statue‐smashing’ campaign of Naxalite youth in 1970 – commonly regarded and condemned as juvenile and ultra‐leftist – are here instead interpreted as an incipient critique of aspects of Marxist theory, a critique subsequently given more explicit and elaborate exposition in the writings of the Subaltern Studies group, and in postcolonial theory.     

Outside/Inside/Between Sides: An Investigation of Ashkenazi Jewish Perceptions on Their "Race"

This study investigated perceptions of differing generations of Ashkenazi Jewish Americans regarding the concept of their "race," and also their understanding of their "White privilege." In labeling their race, participants constructed an overall spectrum of terms, some reflecting a chosen ethnoracial identity and some reflecting a given ethnoracial assignment. The majority of participants found it extremely difficult to position themselves on the racial binary as currently constructed in the United States in which White is located on one side and "persons of color" on the other. Most participants expressed the belief that Ashkenazim have White privilege vis-á-vis persons of color. This privilege, however, is limited to Jews who can "pass" as White gentiles. To most participants, the categories Jew and Judaism not only confound the U.S. racial binary but also expose the fact that race as a concept is a social construction (often arbitrary) reflecting historical, social, economic, and cultural contexts.     

Negotiating Narratives of Human Trafficking: NGOs,Communication and the Power of Culture

This article draws on interviews with anti-trafficking NGO employees in Thailand to illustrate the use of narratives as a tool for communicating cultural values. Drawing on theories of modernization, culture, and liberation psychology, I assess the way anti-trafficking NGO employees construct narratives, or “stories,” about human trafficking. These narratives rely on Western values associated with modernization, the role of NGOs in development, gendered constructions of victimhood, “Othering,” and Orientalism. Analyzing these narratives, I build a theory of “culture as a space of safety:” a self-reinforcing mechanism whereby employees ritualistically retreat from the overwhelming circumstances they confront in their work.     

Heartland: Forgiveness in Columbus,Three Billboards Outside Ebbing,Missouri, and Lady Bird

Recent movies have used the familiar conventions of classic revenge movies, but the former have avoided the latter's grim resolutions in favor of a wiser, more forgiving attitude toward those who have offended the wronged. This unconventional change in a familiar story line points to the contrast between the pleasure of vicarious vindictiveness and the more thoughtful approach that we prefer in real life.     

Speaking Truth to Power: Du Bois as Educator and Community Activist

This article uses W. E. B. Du Bois's work as an education and community activist to discuss race, oppression, and speaking-back to power in this time of racialized policies enacted by the Trump administration. This article centers a comparative discussion of the racialization of democracy by presidents Wilson and Trump to show the ways Du Bois was responding to similar political issues and how his work can be used to speak to the current political moment.     

Small Peer-Led Collaborative Learning Groups in Developmental Math Classes at a Tribal Community College

In this study the author examines the use of small peer-led collaborative learning groups to change students’ perceptions of mathematics and their success in developmental mathematics classes at a small tribal community college. The quasi-experimental study involved both quantitative and qualitative data. Rationale for, methods of, and outcomes from the implementation of the collaborative learning groups are discussed.     

社区文化:成都宽窄巷子传统风貌的商业化重构

在当代历史街区保护与更新理念中建筑遗产的史料原真性、地域文化生活多样性的保护日益得到重视，然而宽窄巷子改造在上述方面依然留有不少缺憾，本文对此进行了研究分析，并提出自己的观点。     

The Power of Collaboration: Learning to Teach Antiracist Content

In this article the author examines the experiences of eight teacher educators within a collaborative teaching community as they learned to meet the unique challenges of teaching antiracist content. Such spaces can be powerful places of mentoring and retreat that sustain the legacy of critical multicultural education, yet they remain institutionally precarious.     

Introducing Multicultural Education to the Digital Age: A Review of Culture,Difference, & Power

Teacher candidates must metaphorically "step out of their own skins," challenging stereotypical cultural metanarratives, to teach effectively. This study describes results of collegian mentoring 1stthrough 12th-grade students representing diverse ethnic and/or socioeconomic status groups in conjunction with a sophomore-level course on diversity taught at a university in the Northwest area with less than 10% ethically diverse populations. Analysis of surveys administered to participants, comments, and participant observations showed that some students developed more understandings of diversity than others by semester's closing. Discussion of the results and recommendations for integration of diversity throughout the teacher education curricula are presented.     

说“孝”

方今中国,日新月异,诚可谓千百年来未有之大变局,何去何从,我们似乎要走一条具有中国特色的道路。有没有特色,能否走下去,不可得知,但倘若总结一下我们固有的数千年传统文化,     

Collaboration in,Collaboration Out: The Eighties in the Age of Digital Reproduction

In this article I bring together the practical, pedagogical and theoretical implications of a relatively small digitization project, ‘Observing the 80s’, in order to explore the ways in which ‘the digital’ might transform historical practice. Borrowing from Benjamin’s work on production and reproduction I argue that not only are historians currently using digital tools in interesting ways, we are also well equipped to understand what the implications of these tools are. By thinking about digitalization, we can draw together the processes of production, analysis and reception of our historical evidence. Digital technology may only have become the subject of historical research, funding and teaching relatively recently, but the frameworks of cultural and social history provide us with the skills to evaluate its potential meanings. Not least, Benjamin helps us to analyze and evaluate what it really means to be a historian researcher and teacher in a British University today. In so doing, Benjamin’s work can help us uncover and celebrate the unknown through a process of collaboration, juxtaposition and engagement despite the increasingly quantified and goals orientated context in which most academic historical work takes place.