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Who and What is Amazigh? Self-Assertion, Erasure, and Standardization
Get PDFThis research focuses on the identity of the indigenous peoples of Morocco, or the Amazigh. While this culture has endured different iterations of colonization, self-assertion and activism in favor of preserving culture and improving conditions for Amazigh can often be viewed as controversial to the elites of Morocco. This controversy, however, does not stop Moroccans from proclaiming their Amazigh background or portraying their culture. This paper aims to describe qualitative data taken from numerous interviews on the subject of self-identification of Amazigh and different hopes and expectations for the continuation of the language and culture of Amazigh among common peoples
The Social Factors of Fossilization
Get PDFThe notion of fossilization has been one of the most controversial, yet enduring topics in second language acquisition (SLA) theory since its first appearance in Selinker’s 1972 seminal article “Interlanguage.” In the past, work regarding fossilization sought to either support or challenge its existence, to determine the putative causes and to predict what linguistic items were prone to becoming fossilized. Initially, the possible causes which enjoyed the most attention were first language interference and the learner’s age and length of residency in the target language community. Now, however, with the current climate of SLA acknowledging that both learning and non-learning are the result of multiple factors unique to each individual, more emphasis has been placed on how social factors contribute to the language learning process. This paper seeks to explore what exactly some of those social factors are, how they might relate to students who are studying English for academic purposes in the United States, and how this information applies to the classroom
A Group Leader’s Journey: Connecting Youth Development, Youth Empowerment and Social Justice Theory to Practice on The Experiment in International Living
Get PDFYouth development practitioners must be cognizant not only of youth development and social justice education theories, but also of how they—in the context of their lived experiences—engage with youth development work. My initial experiences with youth development lacked intentionality; however, as I began to critically examine my own experiences through the lens of theorists such as Freud, Piaget, Ericksen, hooks, and Freire, I realized the vitality of reflective practice. This paper unpacks my experiences as a Group Leader for The Experiment in Argentina, Nicaragua/Cuba, and South Africa, analyzing my approach to the Group Leader role and how it affected my participants’ experiences. The body of theories that I incorporate into this analysis include youth development, youth empowerment and social justice education as they not only build upon each other but are also not mutually exclusive in that a youth practitioner must consider all three in this work. In this process of self-actualization as an educator, I not only incorporate theory into practice but also identify my strengths and areas of improvement in my youth development work moving forward
The Role of the International Educator in Understanding International Student Identity Development
Get PDFThe Role of the International Educator in Understanding International Student Identity Development will explore international educators’ perceptions of their role in assisting international students through identity development. The purpose of this study is to examine international educators’ personal understanding of their role, how they use programs to actualize their role, the ways they believe themselves to be equipped to help international students, and how they reflect upon their perceived role. This project also explores understanding of cultural identity development from the international student perspective and asks international students how they understand the role of international educators in that experience. Using grounded theory, participants were allowed to explore their own ideas; the research unfolded and adapted in a way that let participants share their story. Seven private interviews were conducted in total, five with international educators and two with international students. One focus group was conducted with four international students. According to the findings, the role of the international educator in understanding international student identity development involves using conscious programming, creating the physical environment, becoming cultural interpreters and developing student leaders. The conclusions from this study will help current international educators understand the role they play in the lives of international students and will allow international educators to continue to improve the services that they offer to international students. This unique research will hopefully prompt future inquiry into how international educators affect and understand international student identity development.
Keywords: international student, identity development, self-authorship, international educator
Expectations of Teacher Trainers: To Inspire or Not To Inspire The Case of a Mozambican Institute
Get PDFInstitutos de Formaçao de Professores (IFP, Teacher Training Institutes) are institutes that train future primary school teachers in Mozambique. By attending IFPs, individuals learn how to become quality teachers. Most IFP students, also referred to as trainees, look up to their teacher trainers as role models for their future task of being teachers. It follows that they would expect trainers to embody and demonstrate the qualities of a good, quality teacher. The aim of this study is to understand what is expected of teacher trainers from society, trainees, and the trainers themselves. To do so, this mixed-methods study will present data collected through questionnaires and focus group discussions conducted at one of the IFPs present in Mozambique. The participants selected to participate in this study were four teacher trainers (out of 31), and twelve trainees (out of 228). The findings of this study indicate that the participants believe teachers are important for both an individual’s education and for their country’s growth. A teacher’s role is to be a positive model, be exemplary and a mediator of knowledge in front of students. The findings suggest that it is no different for teacher trainers at the IFP, where both trainees and trainers express expectations that trainers prepare individuals to become quality teachers. The data indicate that at the IFP there are both positive and negative models, and that there is a need for strategies to foster a more valuable learning community as well as greater resource allocation. The present study contributes to the teacher training literature by providing important insights about the current situation of one teacher training institute in Mozambique. This capstone could also serve as a starting point for reflections on the role and importance of teacher trainers and their institutions, in general
HBCUs Abroad: Design and Delivery of the First-Year Haiti Experience
Get PDFA need remains to create access to international educational opportunities for underrepresented populations. This need is due to lack of financial resources, fear of the unknown, and time away from home. Historically Black Colleges and Universities (HBCUs), such as, Saint Augustine’s University are working to restore the tradition of global scholarship by revitalizing the study abroad program to ensure its students truly embody the motto of “Transform, Excel, Lead”. In order to do this, the University is looking to increase the number of students exposed to and participating in study abroad programs. With an increasing presence of international students from Latin America and the Caribbean, the University is pushing to embrace diversity on campus as well as develop global perspectives among U.S students. The purpose of this capstone exercise is the presentation of a short-term, faculty-led, service-learning program to Haiti hosted by the Office of International Programs at Saint Augustine’s University. This program will be embedded in a special section of the pre-existing 17-week first-year experience course focusing on career development with a global perspective. Participants will engage in research to practice discussions as they prepare to compete for jobs and professional opportunities in a global economy.The service-learning component will focus on the study of the unique attributes of French/Haitian Creole language and culture.During the spring break, students will travel to Port-Au-Prince and Les Cayes, Haiti. This intervention aims to remove barriers related to duration, fear of the unknown, and with a unique budget model partly funded by the Marlene M. Johnson Innovation Challenge grant issued by NAFSA and the 100K Strong in the Americas, it addressed the need for financial resources. This capstone paper presents a framework for implementation and growth of study abroad programming at Saint Augustine’s University through the Office of International Programs
Education Provision to Internally Displaced Children in Northern Shan and Kachin States in Burma
Get PDFThousands of people have been displaced from their villages and have remained in the internally displaced camps since the fighting resumed in Northern Shan and Kachin states in Myanmar (Burma) in 2011. Displaced families and children experience a number of challenges in the camps, one of which is access to education. This capstone explores the non-governmental organization professionals’ perspectives about the challenges they face with regards to providing quality education to displaced children in Burma through these research questions: 1) How do NGO professionals address the challenges they experience in the provision of education to internally displaced children in Burma? 2) How do NGO professionals ensure the provision of a quality education to internally displaced children in Burma? Drawing on a qualitative research methodology employing individual interviews and document analysis, the findings revealed four main challenges organizations experience in education provision to internally displaced children: access to internally displaced persons (IDPs); collecting comprehensive data of IDPs and displaced students; coordination with the national government; and funding for education for displaced children. These challenges are complicated by Myanmar’s internal politics, which further makes it difficult for international organizations to provide education to displaced children
Connecting Cultural Ties with Latinx Identity: An Explorative Semester in Mexico City
Get PDFThis International Education Design and Delivery Capstone describes the research and design of a proposed semester-long study abroad program entitled Connecting Cultural Ties with Latinx Identity: An Explorative Semester in Mexico City. The hybrid program is designed for undergraduate students of the University of California as a heritage seeking semester in Mexico City that fulfills Latin American Studies and International Migration Studies degree requirements. Through faculty-led seminars, direct enrollment at the National Autonomous University of Mexico (UNAM), and cultural excursions, students will examine Latin American culture, the bicultural identity of Hispanics living in the United States, and Mexican social justice issues. Furthermore, from participating in reflections and two diversity and inclusion trainings, students will reflect on the role of prejudice, privilege, and oppression when examining identity and immigration.
Additionally, the program strives to increase study abroad participation of Latinx students who have been traditionally underrepresented in study abroad. The term Latinx refers to anyone of Hispanic heritage and includes all genders. To inform the design the research presents the following: barriers to study abroad for Latinx students; the academic, professional, and personal benefits of study abroad; Latinx’ ethnic identity development in contemporary U.S. society; strategies to increase the participation of Latinx in study abroad; and the importance of heritage seeking study abroad for Latinx.
Key Terms: Hispanic heritage, heritage seeking, study abroad, Latinx identity, Mexican cultur
La intersección del afecto y el empleo: Los impactos del género y migración en las relaciones laborales de empleadas domésticas paraguayas en Argentina / The intersection of affect and employment: A gender and migration perspective on the complexities of the labor relationships of Paraguayan domestic workers in Argentina
No full textEste informe analiza las complejidades y los matices de la relación entre las empleadas domésticas paraguayas y sus empleadoras argentinas, con un enfoque específico en las consecuencias emocionales y financieras que esta relación puede tener en las dos mujeres. Esta relación laboral es única y compleja porque tiende a ser más afectiva y familiar que una típica relación empleadora-empleada, dado que el lugar de trabajo de la empleada es el hogar de su empleadora. Si bien la cercanía de su relación tiene claros beneficios, esta intimidad también puede crear grandes ambigüedades con respecto a los límites del acuerdo laboral que comparten. Estas ambigüedades crean distintas consecuencias emocionales y financieras para la empleadora y la empleada ambas. Este informe enfoca específicamente en cómo la relación única empleador-empleado es impactado por las experiencias migratorias de las empleadas paraguayas en Argentina. Se concluye con un análisis de cómo las leyes y la sociedad argentina pueden servir mejor a las empleadas domésticas migrantes y sus empleadoras y abordar la desigualdad de género en la fuerza de trabajo en general.
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This paper analyzes the intricacies and nuances of the relationship between female Paraguayan domestic workers and their female Argentine employers, with a specific focus on the emotional and financial consequences that this relationship can have on both women. This labor relationship is unique and complex because it tends to be more affective and familial than a typical employer-employee relationship, given that the employee’s workplace is the home of her employer. While the closeness of their relationship has clear benefits, this intimacy can also create major ambiguities regarding the limits of the work partnership they share. These ambiguities often lead to different emotional and financial consequences for both the employer and employee. This paper takes a special look at how this unique employer-employee relationship is impacted by the migration experiences of Paraguayan domestic workers in Argentina. It concludes by analyzing ways in which the Argentine laws and society can better serve both female migrant domestic workers and their female employers, and address workforce gender inequality in general
Somos todos juncos y Mapuches / We are all reeds and Mapuches
Get PDFA partir del siglo XVIII, ha sido una migración criolla hacia el Delta de Paraná, Argentina, lo que representa una zona de humedal, situada en el delta del río de la Plata. Principalmente a partir del siglo XIX comenzó una serie de procesos para formar lo que se refiere a la “identidad isleño,” lo que implica un estilo fuertemente conectada con los procesos ecosistémicos del humedal, y viviendo de la tierra para la sobrevivencia: actividades que incluyen el junco, la pesca, y el cultivo de frutas entre otros. A partir del fin de los años 50 empezó un proceso de emigración, durante el cual hubo una inundación y empezó a “agotar” este sistema productivo. Surgió un nuevo modelo de producción por el delta, centralizado en empresas más especializadas, llevando a cabo nuevas conflictos y brechas respecto al territorialización en las islas.
Más recientemente en los años 90, empiezo una nueva oleada de inmigración desde la Ciudad de Buenos Aires hacía el delta. Eso está acompañado por un surgimiento en el capital inmobiliario, lo cual ha causado disputas territoriales, especialmente respecto a los llamados “barrios privados.” Quizás lo más llamativo de estos conflictos es lo de “Colony Park S.A.”, lo cual desde su inicio en 2008 hasta hoy aún queda sin resolución.
Está en el contexto de este conflicto que este trabajo trata de explicar la manera en que causó las familias afectadas a organizar colectivamente abajo una idea de ambientalismo popular en apoyo de la “identidad isleña”. Trata de abordar la manera en que se relaciona con otras organizaciones y luchas por el delta, y como usa y cambia las nociones sobre la subjetividad y papel de investigadores y estudiantes universitarias. Al final, identifico algunas maneras en como yo, un estudiante norteamericano, estoy involucrado dentro de estas temas.
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Starting in the 18th century, there has been a creole migration towards the Paraná delta, Argentina, a wetland area situated in the delta of the Río de la Plata. Especially in the beginning of the 19th century, there began a series of processes that led to the formation of the “island identity,” which implied a lifestyle strongly connected to the eco-systemic processes in the wetlands, and living off the land to survive: activities included the harvesting of reeds, fishing, and the harvesting of fruit, among others. During the end of the 1950´s began a process of emigration, during which there was a flood and this system of production began to become “exhausted”. A new form of production began to take place in the delta, centralized in companies with more specialized focuses, bringing forth new conflicts and disagreements with respect to the territorialization in the islands.
More recently in the 1990s, there has begun a new wave of immigration from the city of Buenos Aires towards the delta. This is accompanied by an increase in real-estate capital, something of which has caused territorial disputes, especially with respect to what are referred to as “private neighborhoods” (similar to “gated communities”). Perhaps the most notable of these conflicts is that of “Colony Park S.A.”, of which from the start of the conflict in 2008 until today has remained without resolution.
It is within the context of this conflict in which this paper attempts to explain the way in which it resulted in the affected families organizing collectively within a framework of popular environmentalism in support of the “island identity”. This work tries to explain how this movement relates to other organizations and fights within the delta, and how the organization uses and changes notions regarding the role and subjectivity of university students and researches. In the end, I identify how I, a student from the United States, am implicated within these processes