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Locating Diaspora: Afro-Caribbean Migrations and the Transnational Dialectics of Race and Community in North America, 1910-1929
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| 85 |
"The Whole Foundations of the Solid Globe were Suddenly Rent Asunder": Space Place and Homelessness in Poe's "The Narrative of Arthur Gordon Pym" and Melville's "Benito Cereno"
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In: FIU Electronic Theses and Dissertations (2015)
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| 86 |
The Linguistic Market of Codeswitching in U.S. Latino Literature
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In: FIU Electronic Theses and Dissertations (2015)
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| 87 |
Wandering, Idleness, and the Nineteenth-Century Tales Novel, 1836-1895
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
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| 88 |
Empathic Encounters: Negotiating Identity in 9/11 Fiction and Translation
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In: The Quiet Corner Interdisciplinary Journal (2015)
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| 89 |
Instructor interview for Place-Based WAC/WID writing instruction in Geography, clip 8 of 10
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| 90 |
THE EFFECTS OF A NEW METHOD OF INSTRUCTION ON THE PERCEPTIONS OF APPALACHIAN ENGLISH
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In: Theses and Dissertations--Linguistics (2015)
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| 91 |
Contributions to a herpetological community of practice: funds of knowledge of Lumbee youth
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Abstract:
American Indian K-12 students comprise less than 1% of the student population in the US. In southeastern North Carolina, the largest North Carolina tribe of American Indians, Lumbees, live and attend schools where they often perform poorly on standardized tests. The Lumbee Indians generally live in areas that are rural and economically disadvantaged and they speak a dialect of English, which is seldom heard except near their homeland. Away from their homeland, Lumbee speech is often construed as non-Standard English. The Lumbees have close knit family relationships and where you come from and where you live are important facts to assess. Because Lumbees live in rural areas, they are often involved in outdoor activities such as hunting, fishing, and gardening. They have a strong sense of place, particularly regarding the Lumber River, which runs through their homeland. Historically, schools, community organizations and universities have not provided sufficient informal science education opportunities for Lumbee youth. The purpose of this study was to document the experiences of nine Lumbee youths at a residential, week-long herpetological education experience for Lumbee students and others. The Funds of Knowledge (FoK) that these students brought to this experience and how these FoK were integrated into the herpetology program’s Community of Practice (CoP) were examined. A mixed methods, ethnographically inspired, single case study was conducted and both qualitative and quantitative data were collected. Data collected included individual interviews, pre/post-tests, pre/post-surveys, observations and field notes. Analyses of qualitative and quantitative data demonstrated specific FoK of these Lumbee youths and the strategies they employed to be dynamic, contributing members of the informal science education herpetological CoP. As a result of the herpetology experience, significant positive changes in the attitudes of these Lumbee youths toward science and their understanding of related science concepts were apparent. The findings from this study suggest that these Lumbee youths have FoK from their rural ways of knowing and being that allow them to perform especially well in outdoor, environmental settings. Further, these youths are often reflective learners who do not put themselves forward in formal, classroom situations. Finally, their FoK serve them well as members of learning groups. For all of these reasons, outdoor informal environmental/science educational opportunities may provide favorable venues for Lumbee youth to demonstrate their abilities and interests in science.
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Keyword:
Communities of practice; Environmental education $x Study and teaching; Herpetology $x Study and teaching; Indians of North America $x Education; Lumbee Indians $x Education; Non-formal education; Place-based education; Science $x Study and teaching
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URL: http://libres.uncg.edu/ir/uncg/f/Ash_uncg_0154D_11808.pdf
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| 92 |
Global Chaucers: Reflections on Collaboration and Digital Futures
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In: Accessus (2015)
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| 93 |
Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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| 97 |
Afrika - Indopazifik - Australien - Amerika. - Die Sprachfamilien der Welt ; 2 : Afrika - Indopazifik - Australien - Amerika. -
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BLLDB
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Institut für Empirische Sprachwissenschaft
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UB Frankfurt Linguistik
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| 98 |
Tombé en amour avec les corpus ? ; : What Text Corpora Can Add to the Study of Diatopically Marked Expressions of Modern French
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In: French through Corpora : Ecological and Data-driven Perspectives in French Language Studies ; https://hal.archives-ouvertes.fr/hal-03607320 ; Henry Tyne; Virginie André; Christophe Benzitoun; Alex Boulton; Yan Greub. French through Corpora : Ecological and Data-driven Perspectives in French Language Studies, Cambridge Scholars Publishing, pp.46-66, 2014, 978-1-4438-5831-1 ; https://www.cambridgescholars.com/product/978-1-4438-5831-1 (2014)
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| 99 |
Encounters on Contested Lands : : First Nations Performances of Sovereignty and Nationhood in Quebec
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In: Burelle, Julie Sara Véronique. (2014). Encounters on Contested Lands : : First Nations Performances of Sovereignty and Nationhood in Quebec. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/1pr910r7 (2014)
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| 100 |
A Voice Full of Money: Metaphor and the Art of Meaning
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In: Senior Honors Theses (2014)
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