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1
Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era
In: Journal of Multilingual Education Research (2021)
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2
Spaces and Societal Interactions: Foundations of the Critical Disabled Cultural Lens of a Child of Disabled Adults
In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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3
The Influence of Family on Children’s Second Language Learning
In: Major Papers (2020)
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4
A Comparative Study of Immigrant Children Starting Childcare
In: Exceptionality Education International (2018)
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5
Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children
In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
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6
Effects of Environment on Depressive Symptoms on Chinese Left-Behind Children
In: The Nebraska Educator: A Student-Led Journal (2017)
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7
Vocabulary and sentence structure in emergent Spanish reading
In: Faculty Publications (2016)
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8
Through a Critical Sociocultural Lens: Parents’ Perspectives OF An Early Childhood Program In Guatemala
In: Master's Capstone Projects (2014)
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9
"Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals
In: Teacher Education Faculty Publications (2013)
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10
Guest Editors’ Introduction: Syncretism and Syncretic Literacies
In: Teacher Education Faculty Publications (2013)
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11
A Child With Two Motherlands: Child Sojourners and Cultural Identity
In: Master's Capstone Projects (2012)
Abstract: The main focus of the research for my Master’s Project has been children who sojourn in a different culture for several years. When studying social phenomena, social scientists often focus on adults, representing their perceptions and attitudes towards these phenomena. Children are assumed to follow the parents as silent absorbents of the parents’ views, decisions and attitudes. I, however, have foregrounded the perspectives and voices of children themselves. In this research, I have explored the following: How children view their cultural identity/ies; how they practice agency in choosing one; how identity/ies change over time; and what influences such changes In exploring these questions with sojourner children, the possibility for an individual to develop bicultural identity emerged. This evokes further questions, such as: Does a sense of biculturality mean that children who become familiar with the norms, rules, and social cues of two or more cultures may successfully operate in those cultures without losing their sense of self, or core, initial cultural identity? Or is the situation quite different, and children become rootless pilgrims marginalized in both cultures? I explored these questions through a qualitative research study during which I conducted twelve in-depth interviews with twelve children between ages of 7 and 18 who came to the U.S. from four different countries (Afghanistan, Indonesia, Iran and one Western African country) more than three years ago and will most likely return back to their home countries in the near future. My findings suggest that children are able to alter their behaviors to fit the demands of both cultures quite successfully. However, they may undergo a somewhat stressful inward and outward process of adjustment to a new cultural environment. During this process, they may change their perceptions and understanding of cultural structures and its demands. However, the children were able to demonstrate the power and agency to make their own choices and hold fast to deeply-held beliefs and values. The choices they made could also be influenced by children’s family members, media, education, age at immigration, and whether or not the family practiced their homeland culture (traditions, beliefs, language) in the U.S. on a daily basis.
Keyword: Afghanistan; and Multicultural Education; Bicultural Identity; Bilingual; Children; Cultural Identity; Disability and Equity in Education; Education; Indonesia; Interviews; Iran; Marginalization; Motherland; Multilingual; Qualitative; Sojourner Children; Western African
URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1021&context=cie_capstones
https://scholarworks.umass.edu/cie_capstones/22
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12
Supporting Native Indian Preschoolers and Their Families Family–School–Community Partnerships
In: Teacher Education Faculty Publications (2011)
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13
Coping With Adaptation After Mass Trauma: Developing A Culturally Sensitive, School-Based, Curriculum For Somali Children
In: Doctoral Dissertations 1896 - February 2014 (2011)
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14
Military Children and Holistic Education: A Narrative Reflection on Classroom Practice
In: Electronic Theses and Dissertations (2009)
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15
Challenging Myths of the Deficit Perspective: Honoring Children's Literacy Resources
In: Teacher Education Faculty Publications (2005)
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16
Aboriginal Parental Involvement in Early Childhood Education
In: Theses : Honours (2001)
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17
The response of secondary students from non-English speaking backgrounds to a visual arts course
Aitken, Jean O.. - : Edith Cowan University, Research Online, Perth, Western Australia, 1999
In: Theses: Doctorates and Masters (1999)
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18
Questions in Lessons: Activity Settings in the Homes and School of Two Puerto Rican Kindergartners
In: Teacher Education Faculty Publications (1997)
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19
A Preliminary Comparison of Two ESL School Models for Newcomer Students
In: Dissertations and Theses (1996)
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20
Cultural and Linguistic Factors Affecting the Educational Achiements of Aboriginals - an Aboriginal Perspective
In: Australian Journal of Teacher Education (1981)
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