Coming to Voice: Preparing Bilingual-Bicultural Teachers for Social Justice

This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students.     

“We (Tong) Chinese”: Contemporary identity positioning through health management among Cantonese Chinese Americans

This paper explores discursive ways Chinese American older adults with type 2 diabetes mellitus (T2DM) take ownership of their health management. Fifteen patient stakeholders with T2DM took part in four focus group interviews. We used qualitiative discourse analysis to examine how participants used the phrase, “We (Tong) Chinese,” and variants, to index models of Chinese-living-in-the-U.S. personhoods, to incorporate “Chinese” and “western” ways of doing health management, to be Chinese American, and to interact with medical practitioners. We show how terms like “Tong” distinguish transnational boundaries and position participants in claiming “Chinese-in-America-ness” in relevant ways. Findings have implications for healthcare providers, health education, and intercultural communication.     

The boder test: Neuropsychological and demographic features of dyslexic subtypes

The Boder Test may represent a viable screening instrument for the identification of dyslexia and dyslexic subtypes. Proportions of the 30 LD children studied identified by Boder's classification system as dysphonetic (63.3%), dyseidetic (6.7%), and mixed dysphonetic-dyseidetic (13.3%) were similar to those reported in earlier studies. Neuropsychological characteristics associated with the Boder categories were consistent with the literature: Significantly fewer dysphonetic readers were represented in the V > and Spatial<Sequential IQ groups, and left-handedness and left-hand tapping preference were overrepresented in the mixed dyslexic category. Black children who had been identified as learning disabled on the basis of other tests were categorized as normal readers by the Boder, suggesting its possible use as a nonbiased measure of reading.     

Family-School Strategies for Responding to the Needs of Children Experiencing Chronic Stress

Children experience chronic stress in ways that can impair their brain functioning and overall development. This article articulates the unique needs of children experiencing chronic stress and discusses strategies that families and schools can use to support and strengthen children’s development across the social, emotional, and cognitive domains.     

Organizing for survival and social change: The case of streetwise

This study explores how members of StreetWise organize for survival and social change. Through the publication of a street journal by the same name, StreetWise provides employment opportunities for men and women without homes. Using feminist principles of organizing as a backdrop, we highlight the discursive moves that (1) reinforce StreetWise's standpoint as counter to the practices and structures of the dominant culture, and (2) provide alternative ways of thinking about issues of poverty and homelessness. We highlight tensions that emerge between the dialectic of survival and social change, and in so doing position StreetWise as an “alternative discourse community” that develops counterdiscourses amidst cultural and material constraints. We work toward locating how members negotiate organizational irrationalities through moral deliberation.     

Popular Illustration

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