The world's linguistic and cultural diversity is endangered by the forces of globalisation, which work to homogenise and standardise even as they segregate and marginalise. Here, I focus on the struggle to conserve linguistic and cultural diversity among Indigenous groups in the United States. Native languages are in drastic decline. Yet even as more Native American children come to school speaking English, they are likely to be stigmatised as 'limited English proficient' and placed in remedial programmes. This situation has motivated bold new approaches to Indigenous schooling that emphasise immersion in the heritage language. This article presents data on these developments and their impacts on students' self-efficacy and school performance, analysing these data in light of critical theory and current knowledge in the field of bilingual education. Indigenous language reclamation efforts must not only confront a legacy of colonialism, but also mounting pressures for standardisation and English monolingua...

https://www.jstor.org/stable/info/3099876

Revitalising Indigenous Languages in Homogenising Times.

Traditional theories of immigration to the U.S. assume a unilateral movement that eventually results in the "absorption of the immigrant group into the American fold" (Gibson 1988:x). Recent studies of transnationalism introduce a more complex back-and-forth variety of migration, providing ways to explain differences among migratory subgroups. Building on segmented assimilation and transnationalism perspectives, this research addresses the maze of adjustment processes encountered by participants in this study–Latina teenagers who recently immigrated to the U.S. and attend a mid-western high school. This paper proposes an integrated model of gender and acculturation by focusing on adaptation processes. Using qualitative data gathered through group interviews, observation, and survey, the study examines how interaction is organized around gender, ethnicity, and immigrant status. The Latinas invoke ethnic identity to resist an American gender order. However, institutional structures, such as English-as-Second-Language classes, shape practices that have differential effects for girls and boys. Latinas are subject to harsher control both within families and the conformist school culture, which marks them as outsiders more than it does their male peers. These practices reveal the gendered makeup of interaction as distinct from characteristics and beliefs of the individual, and adjustment processes as segmented along structural gender lines. A gendered ethnicity and ethnic gendering reinforces the gender order, but in a way specific to local gender practices and immigrant status.

https://www.jstor.org/stable/10.1525/sp.2002.49.4.563

My Name is Not María: Young Latinas Seeking Home in the Heartland

Over the past decades, multicultural education advocates have proposed various educational strategies and teaching approaches for K-12 that have enjoyed limited application. In-service and preservice educators are still not well prepared for implementing multicultural education. In order to advance K-12 multicultural education, effective teaching and learning must start at the teacher education level. A curriculum/program reform model is needed that will move multicultural teacher education beyond the common isolated-course approach. The author proposes that Banks' (1991, 2001) Multicultural Model and Ethnonational Model, originally designed for K-12 curriculum reform, be adapted in university teacher education programs. The proposed trans-course approach allows for long-term exposure that reinforces multicultural concepts and issues, and provides continuous development of intercultural-action skills throughout a teacher education program. When school teachers have experienced the multicultural curriculum...

A Reinforcing Curriculum and Program Reform Proposal for 21st Century Teacher Education: Vital First Steps for Advancing K-12 Multicultural Education

Stichwort: Globalisierung und Erziehungswissenschaft

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Characteristics and Challenges of High Achieving Second-Generation Nigerian Youths in the United States

At the beginning of the last century, the United States experienced a wave of large-scale immigration that brought unprecedented numbers of hopeful people to this country to start a new and better life. Coming from countries around the world, but mostly from Eastern and Southern Europe, these immigrants settled throughout the United States, in time shaping the culture and psyche of their new home to make the nation it is today.

Qin-Hilliard

Papers

Introduction: Immigration and Education