Aurolyn Luykx

Dilemmas in Scaling Up Innovations in Elementary Science Instruction With Nonmainstream Students

In the climate of standards-based instruction and accountability, scaling up educational innovations is necessary to bring about system-wide improvements. As a result of fundamental tensions involving effective educational policies and practices for diverse student groups, scaling up is especially challenging in multilingual, multicultural, and inner-city settings. In this article, grounded in the instructional congruence framework, the authors highlight the challenges facing schools and teachers in articulating science disciplines with nonmainstream students’ linguistic and cultural experiences while also promoting English language and literacy. Rigorous attention to such challenges is needed to make scaling up of educational interventions more effective and to answer the question of what constitutes “best policies and practices” for diverse student groups.

Unpacking teachers' "resistance" to integrating students' language and culture into elementary science instruction

Taylor and Francis Ltd SED_A_147804.sgm 10.1080/09500690500478213 International Journal of Science Education 0950-0693 (pri t)/146 -5289 (online) Book Review 2 05 & Francis 002 0 Gl nAike head geln.aik nhead@u ask.ca Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising strategies for transformative pedagogy Alberto J. Rodriguez and Richard S. Kitchen (Eds.), 2005 London: Lawrence Erlbaum Associates 296 pp.,

Race play in BDSM porn: the eroticization of oppression

27.50 ISBN 0 8058 4680 8 (pbk)

Introduction: Indigenous American languages in contact and in context

ABSTRACTDebates over the production and consumption of pornography have divided scholars into two main camps: anti-porn and sex-positive or pro-porn. Correspondingly, research about pornography has largely focused either on its negative social impacts or on its promise of personal sexual liberation. Very little work has explored the way in which pornography can be both repressive and freeing in the same instance, offering opportunities for excitement and titillation that may reify systemic oppression while also empowering marginalized subjects to disrupt these systems in unique ways. Grounding our work in the everyday life of erotic racism, we utilize Weiss’s notion of performative efficacy and Nashs racial iconography in order to conduct a deep reading of a well-known gay BDSM pornographic film. The analysis demonstrates how porn actors may find racial pleasure in their work by appropriating gendered racial stereotypes to counter standard racist narratives.

Communicative strategies across Quechua languages

It is our pleasure to present this special issue dedicated to contact among indigenous languages of the Americas. Understandably, the sort of contact that garners the lion’s share of attention from indigenous language advocates and scholars is that between indigenous languages and global/colonial languages such as English, Spanish, and French. All of the languages examined here – even the Quechua language family, with 6–8 million speakers spread across three countries – are united by the overriding circumstance of their endangered status. For smaller indigenous groups, like those of Brazil or Argentina’s Chaco region, researchers are racing against time to document the structural characteristics and sociolinguistic practices of languages that are unlikely to survive the current century. Due to this urgency, research on the displacement of indigenous American languages by colonial languages has tended to overshadow important sociolinguistic interactions among indigenous languages themselves. Of course, it would be misleading to characterize these phenomena as occurring independently of the larger sociolinguistic context; as will be evident from the cases gathered here, the presence and weight of the dominant language is felt even by speech communities for whom it is not the predominant mode of communication. Virtually no indigenous group in the hemisphere has escaped the influence of migration, urbanization, wage labor, extractive industries, schooling, and all the other colonial and post-colonial institutions that have shaped current cultural and linguistic landscapes. Nonetheless, the imposition of European languages and the dislocation of myriad indigenous societies did not halt the dynamic interactions among indigenous speech communities themselves. The linguistic practices examined here reveal relationships of competition, alliance, and accommodation, as ethnolinguistic groups employ language (and metalanguage) both to differentiate themselves from their neighbors and to forge political and ideological bonds across geographic, national, ethnic, and linguistic divides.

The Limits Of Critical Pedagogy: Teaching About Structural Obstacles To Students Who Overcame Them

Abstract Though usually referred to as “the Quechua language”, Quechua is actually a diverse language family extending from Colombia to northern Argentina. Quechua languages are not all mutually intelligible, but speakers are generally unaware of that fact, since they use it mostly in local, communitarian settings. This study examines the evolving speech behavior and meta-linguistic discourse of an international group of Quechua speakers, most of whom were encountering different varieties of Quechua for the first time as participants in a two-year graduate program in bilingual-intercultural education. Over the course of the program, students developed several strategies to facilitate communication across their different Quechua varieties. We examine those strategies and their implications for language planning, language education, and the emergence of a broader pan-Quechua identity.

Science Education and Student Diversity: Synthesis and Research Agenda

This article focuses on efforts to critically analyze the social reproductive functions of schooling with a group of pre-service teachers in the US–Mexico border region, and on students’ reactions to these efforts. The students – all female, predominantly Mexican-American – had experienced both educational discrimination and academic success, and heavily invested in the dominant view of schooling as a meritocracy where individual talent and motivation regularly overcome structural obstacles. We argue that the students’ ideologies and experiences of class, gender, ethnicity, nationality, and language predisposed them to resist analysis of systemic inequalities in schools; we also examine the implications of this resistance for their future success as teachers. We conclude with recommendations for balancing structural pessimism and strategic optimism in the classroom, and for bringing students’ personal and social histories to bear on the contradictions between schooling’s promise of social mobility and its tendency to reproduce social inequality.