Download Education, Dominance and Identity by Diane B. Napier, Suzanne Majhanovich PDF

By Diane B. Napier, Suzanne Majhanovich

This quantity is a suite of study instances illustrating the interrelationships between schooling, dominance and identification in ancient- and modern contexts. The instances mirror specific ways that local-, staff, and indigenous identities were plagued by a dominant discourse, how schooling can help or undermine id, and the way languages (including dominant and sub-dominant languages) and the language of guide in faculties are on the centre of demanding situations to hegemony and domination in lots of occasions. analyzing the problems of their examine, the individuals demonstrate how contributors of minority-, disadvantaged-, or ruled teams (and the lecturers and oldsters of youngsters of their faculties) fight for popularity, for schooling of their personal language, for popularity inside of higher society, or for reputation of the validity in their responses to reform projects and regulations that tackle a much wider time table yet that fail take into consideration key elements corresponding to perceptions and subaltern prestige. jointly, the chapters rfile learn utilising numerous methodological methods and theoretical views, illustrating an array of common and international concerns within the box of comparative and overseas schooling. in spite of the fact that, all the situations its personal exact personality, as examine findings and as own reflections in line with the authors' experiential wisdom particularly social, cultural and political contexts. The contexts and local settings comprise Chile, Canada, the us, Hungary and somewhere else in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and in other places within the center East.

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Visitors to the site met tribal members and learned that nurses, businessmen, and scientists – to name a few – can also be Indigenous people. The site was designed to illustrate for visitors the reality that “Indianness” is not historically bound. By creating that understanding, tribal members hoped to foster not only an awareness among visitors of the ongoing multicultural heritage of their own community, but also the possibility of understanding the present realities of Indigenous cultures around the world.

15). Their reservation land in Virginia was sold to settlers in 1730, after which the tribe began to disperse and migrate once again. Some moved west to Ohio and Indiana, others went north to join loyalist factions of the Saponi during the Revolutionary War, and others returned to North Carolina (Hazel & Dunmore, 1995; Ross, 1999). Those who returned to North Carolina settled about 15 miles from the previous Occaneechi Town. By 1830, a community made up of the ancestors of present-day tribal members had solidified in the area of Alamance Country where the Homeland Preservation Project was constructed (Ross, 1999).

Occaneechi preservation initiatives also strove to recover the hidden histories of Indigenous people in the American South. Tribal members repeatedly asserted that correcting what they perceived to be an inaccurate or simply incomplete history was a major goal for the Homeland Preservation Project (Interview transcript, January 22, 2010; January 25, 2010; January 29, 2010; March 30, 2010). a, “Preamble”; Interview transcript, January 29, 2010). Many tribal members felt that although local area children learned a little bit in school about local Indigenous populations, they remained for the most part unaware of the small tribes that historically resided in North Carolina and the present-day pockets of Indigenous people in the state (Interview transcripts, January 22, 2010; January 25, 2010; April 25, 2010).

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