Friday, February 26th, 2016

Abe Feuerstein – Feuerstein, Abe. “Rituals of Verification: Department Chairs and the Dominant Discourse of Assessment in Higher Education.” Journal of Higher Education Theory and Practice 15, no. 6 (2015 ).

Abe Feuerstein, Associate Professor of Education

Feuerstein, Abe. “Rituals of Verification: Department Chairs and the Dominant Discourse of Assessment in Higher Education.” Journal of Higher Education Theory and Practice 15, no. 6 (2015 ).

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Friday, February 26th, 2016

Ramona Fruja – Fruja, Ramona and Roxas, Kevin. “Multicultural Education and Newcomer Youth: Re-imagining a More Inclusive Vision for Immigrant and Refugee Students.” Educational Studies (2016 ).

Ramona Fruja, Assistant Professor of Education

In this article, we draw attention to the discourses and practices of multicultural and culturally-relevant education as curricular contexts with long-lasting implications for newcomer youth. To best serve immigrant and refugee students and more explicitly include them in the field’s discourse, we argue for a conceptual move to widen the scope of multicultural education and culturally relevant pedagogy. We highlight the tremendous contributions original multicultural education approaches have made to equitable education, while also examining the ways in which some of their wide-spread theoretical framing and practice might inadvertently marginalize populations they intend to serve, particularly immigrant and refugee youth. We then suggest conceptual shifts to widen their scope to include newcomer youth’s varied experiences and identity positions. These shifts are a) advancing the role of genuine “cross-cultural relationships” over traditional forms of “cross-cultural competence” in multicultural educational spaces and b) abdicating the search for “cultural authenticity” implied in some multicultural education practice in favor of facilitating “cultural agency” for newcomer youth.

Fruja, Ramona and Roxas, Kevin. “Multicultural Education and Newcomer Youth: Re-imagining a More Inclusive Vision for Immigrant and Refugee Students.” Educational Studies (2016 ).

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Friday, February 26th, 2016

Richard Henne-Ochoa – Henne-Ochoa, Richard and Bauman, Richard. “Who Is Responsible for Saving the Language? Performing Generation in the Face of Language Shift.” Journal of Linguistic Anthropology 25, no. 2 (2015) : 128-149.

Richard Henne-Ochoa, Assistant Professor of Education

In the literature on language shift and revitalization, generations are defined a priori as existing social categories that are mapped onto sociolinguistic features. In contrast, we take a performance-based perspective and develop a view of generations as discursively constructed frameworks that are aligned with sociolinguistic and moral features that attend language retention and associated factors. Using this perspective and empirical data from a high school speech contest held in a language-shifting Lakota community where revitalization efforts are underway, we show how contestants and participants perceive and experience language loss and renewal.

Henne-Ochoa, Richard and Bauman, Richard. “Who Is Responsible for Saving the Language? Performing Generation in the Face of Language Shift.” Journal of Linguistic Anthropology 25, no. 2 (2015) : 128-149.

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