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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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National Languages, Multilingual Education, and the Self-proclaimed "Militants" for Change in Senegal
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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The Paradox of Minzu Higher Education: Structural Inequity and Exclusion of Tibetans in China’s Tertiary Education
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Abstract:
This dissertation is a study of the minzu stream for ethnic Tibetan students in the context of bilingual degree programs in China’s tertiary education system. It draws attention to the significance of bilingual ‘diversity’ education and its presumed role in ensuring cultural and social inclusion of Tibetan students in study programs and equity in educational and occupational attainment. This study finds that Tibetan students’ learning outcomes and career pathways are systemically restricted due to limited availability of specialized study areas in bilingual programs, poor education quality, homogenized academic training, and discrimination regarding the value of Tibetan graduates’ credentials for employment. As a result, Tibetan students’ educational and occupational opportunities are largely shaped by the structural conditions of the binary choice in ethnic streaming policy in tertiary education and the university mission that is primarily occupied with the political socialization of ethnic minority groups. Drawing on Bourdieu’s cultural reproduction theory, I argue that the social exclusion of Tibetans from fully participating in national tertiary education and exercising their language rights in academic study programs has been institutionalized in minzu higher education. The institutionalization of cultural and social exclusion effectively conceals the systemic inequalities embedded in the streaming practices and reproduces structural inequity in educational and occupational attainment.
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Keyword:
Bilingual; Education; Minorities--Education (Higher); Sociology; Tibetans
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URL: https://doi.org/10.7916/k97w-1s86
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Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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Math Attitudes and Achievement: The Moderating Role of Perceived Same-Ethnic Representation in Math Class
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A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
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Assessing the Relationship Between Adverse Childhood Experiences and Academic Performance: A Systematic Review ...
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Activity Structure in Preschool Classrooms and Children’s Language Change ...
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The Discourse on LGBTQ Coming Out Process in Academic Journals ...
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الفعل المتعدي بين اللغة العربية واللغة الإندونيسية والاستفادة منه في تدريس اللغة العربية ...
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Children’s and adults’ language habitus and bilingual practices: Including children's voice in family language policy ...
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Children’s and adults’ language habitus and bilingual practices: Including children's voice in family language policy ...
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Developing a Curriculum for Addressing the Opioid Crisis: A National Collaborative Process ...
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Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children ...
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Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children ...
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Developing a Curriculum for Addressing the Opioid Crisis: A National Collaborative Process ...
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Oslo Early Education Study, study 2: Impact of a professional development intervention on the quality of caregiver–child interactions. ...
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Is it possible to teach social justice as lived capability? ...
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