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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 3 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 4 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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| 5 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 6 |
Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
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In: Australian Journal of Teacher Education (2021)
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| 7 |
Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
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In: Networks: An Online Journal for Teacher Research (2021)
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| 8 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 9 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 10 |
LIVING AS AN IMPOSTOR: AN EXPLORATION OF THE LIVED EXPERIENCES AMONG MULTIRACIAL YOUTH IN SECONDARY AGRICULTURAL EDUCATION
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In: Theses and Dissertations--Community & Leadership Development (2021)
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| 11 |
Invited Dialogue: Mapping the Intersections of Religion, Literacy, and Public Schooling for Displaced, Immigrant, and Refugee Children: A Conversation with Loukia K. Sarroub
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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| 12 |
A Study on Teacher Candidates’ Questioning Strategies for English Learners through an Interactive Classroom Simulation
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In: Northwest Journal of Teacher Education (2020)
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| 13 |
Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
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In: Excelsior: Leadership in Teaching and Learning (2020)
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| 14 |
"Academic Languages Isn't Easy": English Learners' Perceptions of Learning in High School
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In: All Theses & Dissertations (2020)
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| 15 |
Learning from the History of Language Oppression: Educators as Agents of Language Justice
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2020)
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| 16 |
The visual representation of dual language education
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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| 17 |
Book review: Neha Vora, Teach for Arabia: American Universities, Liberalism, and Transnational Qatar
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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Abstract:
With a provocative title that inherently questions who might be served and educated best by the branch campuses of top US universities in Qatar and Gulf states, Vora’s new book debunks some old myths and reminds readers from the outset that “liberalism has Arabian roots” (18). Vora wonders about and studies the transplant of liberal education into “so-called illiberal” countries like Qatar and other Gulf States. Her timely book offers on-the-ground perspectives of students and faculty in these transplant institutions as they engage with curriculum and one another in a new knowledge economy. The book contributes to scholarship about how the cultural ideological framework of liberalism informs and shapes discourses on educational policies and the restructuring of nationalistic reforms for development across the Arab world. Vora frames the book through a knowledge economy perspective that is tension filled. For example, throughout the book she examines the effects of educational reform and nationalism as they are enacted in the US branch campuses of the Gulf. As Vora notes, branch campuses such as Education City in Qatar are simultaneously “spaces of contradiction” and “sites of new agencies and belongings” (29). As such, she argues that conceptions of knowledge economy become realigned with on-the-ground Arab nationalist orientations in combination with notions of the civilizing mission of Western knowledge economies. Furthermore, Vora examines the tensions that non-national students—the majority of the student population in the branch campuses—and Qatari students attending college experience, but as the author notes, there is no critical mass of Qatari students, and more importantly, there is little Qatarization of the workforce in this oil-rich Gulf state, wherein most people do not work. . As Teach for Arabia demonstrates, Gulf branch campuses are contested pedagogical, national, public, and global terrains wherein a microcosm of the world gets educated. Unlike many other places, diversity characterizes their populations of students, faculty, and staff. Ironically, even in this transnational, diverse milieu, there is a paucity of recognition and understanding of the Qatari student population vis-à-vis their work futures and their academic trajectories socioeconomically and culturally within the campuses and nationally. As Vora astutely shows throughout the book, the divergent discourses of nationalism and education reforms puts young college students at cross-roads in the “new” Qatari society.
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Keyword:
and Multicultural Education; Bilingual; Curriculum and Instruction; Education; Higher Education; International and Comparative Education; Multilingual; Teacher Education and Professional Development
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URL: https://digitalcommons.unl.edu/teachlearnfacpub/421
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1428&context=teachlearnfacpub
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| 18 |
Language and Identity: Multilingual Immigrant Learners in South Africa
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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| 19 |
“It’s Like They Don’t Recognize What I Bring to the Classroom”: African Immigrant Youths’ Multilingual and Multicultural Navigation in United States Schools
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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| 20 |
The downfall: listening to non-urban communities and their language ideologies
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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