DOCSLIB.ORG

Mexicans in the Pacific Northwest: Lessons from Progressive School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mexicans in the Pacific Northwest: Lessons from Progressive School 16 0H[LFDQVLQWKH3DFL¿F1RUWKZHVW/HVVRQVIURP3URJUHVVLYH 6FKRRO/HDGHUVIRU3URJUHVVLYH(GXFDWLRQDO3ROLF\ Sheila M. Shannon University of Colorado at Denver Abstract Latinos now live and work in areas of the United States where they have not been before. These changes impact schools in a variety ways. This article reviews recent research on how communities have responded in the South, New England and the West with a primarily assimilationist approach including English-only policies. The article then provides a description of one school GLVWULFW¶VUHVSRQVHLQWKH3DFL¿F1RUWKZHVW7KLVVFKRROGLVWULFW¶VSURJUHVVLYH leadership provides guidance for progressive educational policy. The author concludes with a recommendation that the Bilingual Education Act of 1968 that No Child Left Behind eclipsed be reinstated to guide the nation in these changing times. ,QWURGXFWLRQ With the passage of No Child Left Behind in 2002, bilingual education was reduced to lower case letters.1,WQRORQJHUEHQH¿WVIURPUHJXODUDWWHQWLRQ at the federal level, as it was when the Bilingual Education Act of 1968 was UHDXWKRUL]HGZLWKHDFKQHZDGPLQLVWUDWLRQ$VWKHFXUUHQWDGPLQLVWUDWLRQ ODXQFKHVHGXFDWLRQDOLQLWLDWLYHVDQGPDQGDWHVLWFRQWLQXHVWRLJQRUHWKH GUDPDWLFGHPRJUDSKLFFKDQJHVWKDWWKHFRXQWU\LWVHUYHVLVH[SHULHQFLQJ7KHVH FKDQJHVDUHLPSDFWLQJVFKRROVLQXQSUHFHGHQWHGZD\VDQGSRVLQJHQRUPRXV FKDOOHQJHVWRVFKRROV1RRWKHUGHPRJUDSKLFFKDQJHVKDYHPDGHWKLVLPSDFW PRUHWKDQWKRVHDVVRFLDWHGZLWKLPPLJUDWLRQSULPDULO\IURP0H[LFRDQGWKH 1HZ/DWLQR'LDVSRUD 0XUULOOR 9LOOHQDV &RQWHPSRUDULO\WKH0H[LFDQGLDVSRUDKDVEHHQ³RQHsui generis whose GLVSHUVLRQWRRWKHUFRXQWULHVLVOLPLWHGWR>WKH8QLWHG6WDWHVRI$PHULFD@´ *RQ]iOH]*XWLpUUH] 7KH³1HZ/DWLQR'LDVSRUD´UHIHUVWRWKHPLJUDWLRQ RI0H[LFDQVDQGRWKHU/DWLQRVZLWKLQWKH8QLWHG6WDWHVWRSDUWVRIWKHFRXQWU\ ZKHUHWKH\KDYHQHYHUJRQHEHIRUH ,QWKLVSDSHU,DUJXHWKDWSROLF\DWWKHIHGHUDOOHYHOLVQHHGHGWRJXLGH RXUQDWLRQWRUHVSRQGDSSURSULDWHO\WRFRPPXQLWLHVDQGVFKRROVZKRDUH UHFHLYLQJ0H[LFDQLPPLJUDQWVDQGPLJUDQWV2,DFFRPSOLVKWKLVWDVNE\¿UVW KLJKOLJKWLQJVRPHRIWKHUHFHQWUHVHDUFKIRFXVHGRQHGXFDWLRQDQGWKH1HZ Latino Diaspora. I then provide a detailed description of how one school district LQWKH3DFL¿F1RUWKZHVWKDVDSSURDFKHGWKHLULQFUHDVHGQXPEHURIVWXGHQWV ZKRDUHWKHFKLOGUHQRI0H[LFDQPLJUDQWVDQGLPPLJUDQWV,FRQFOXGHE\ revisiting the Bilingual Education Act of 1968 and how it could be revisited to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¿UVWVHFWLRQ,H[SORUHWKHFKDQJLQJGHPRJUDSKLFVRI/DWLQRV LQWKH86DQGWKHLULPSDFWRQVFKRROVDQGFRPPXQLWLHVZLWKDQHPSKDVLV RQWKH1HZ/DWLQR'LDVSRUDDQGZKDWWKH3HZ+LVSDQLF&HQWHUFDOOV³QHZ VHWWOHPHQWDUHDV´ .RFKODU6XUR 7DIR\D 0XFKRIWKHUHVHDUFKLQ WKLVDUHDIROORZVIURPWKHZRUNRI6WDQWRQ:RUWKDP(QULTXH0XULOOR-U DQG(GPXQG+DPDQQZKRWRJHWKHUHGLWHGWKHYROXPHEducation in the New Latino Diaspora: Policy and the Politics of IdentityLQ7KHGLDVSRUD has dispersed Latinos into states such as Georgia and North Carolina to what &DODIHOO FDOOVWKH1HZ/DWLQDR6RXWKDQG1HDODQG%RKRQ FDOO 7KH'L[LH'LDVSRUDDQGDVIDUQRUWKHDVWDV1HZ(QJODQGLQWRWKHKHDUWODQGRI UXUDO,OOLQRLVXSLQWRWKH5RFN\0RXQWDLQVDQGRXWWRWKH3DFL¿F1RUWKZHVW :KHUHYHUFKHDSODERULVQHHGHG/DWLQRVDUHZHOFRPH7KH\DUHZHOFRPHRQ WKHMRE E\WKHHPSOR\HUV EXWQRWVRPXFKLQWKHFRPPXQLWLHVDQGLQWKH VFKRROV7KHQHZVHWWOHPHQWDUHDVVWUXJJOHZLWKZHOFRPLQJWKHQHZFRPHUV LQSDUWEHFDXVHUDFLVWVWHUHRW\SHVRI/DWLQRVIROORZWKHPLQWKHGLDVSRUD Fall 2008 / Volume 8, Number 2 18 )XUWKHUPRUHWKHZD\VWKHQHZFRPHUVDQGWKHKRVWFRPPXQLW\LQWHUDFWZLWK DQGUHDFWWRRQHDQRWKHUFDQPDNHWKHVWUXJJOHHYHUPRUHFKDOOHQJLQJ 7KH1HZ/DWLQR'LDVSRUDLQWKH6RXWK 6WDWHVLQWKHVRXWKHDVWHUQUHJLRQRIWKH86KDYHH[SHULHQFHG unprecedented growth of Latinos in nthe decade of the 1990s. And this growth continues. 7DEOH States in the Southeast and the Percent Change of Their Latino Population between 1990 - 2000 _____________________________________________________________________ 6WDWH &KDQJH _____________________________________________________________________ 1&DUROLQD $UNDQVDV *HRUJLD 7HQQHVVHH 6&DUROLQD $ODEDPD _____________________________________________________________________ 6RXUFH3HZ+LVSDQLF&HQWHUWDEXODWLRQVIURPDQG&HQVXV6XPPDU\ .RFKODU6XUR 7DIR\D 7KHVWXGLHVIURPWKH1HZ/DWLQR'LDVSRUDFROOHFWLRQDQGRWKHUVLQGLFDWH WKDWPRVWVFKRROGLVWULFWVDUHXQSUHSDUHGWRZHOFRPHWKHQHZFRPHUV:KHQ WKH\GRDFFHSWWKDWVRPHWKLQJVKRXOGEHGRQHWRDFFRPPRGDWHWKHQHZFRPHUV PRVWIDYRUIDFLOLWDWLQJIRUPVRIFXOWXUDODQGOLQJXLVWLFDVVLPLODWLRQ ,QDVPDOOUXUDOWRZQLQ1RUWK&DUROLQDZLWKDJURZLQJ/DWLQRSRSXODWLRQ IRUH[DPSOH9LOOHQDV GHVFULEHVWKH³SXEOLFGLI¿FXOWLHV´WKDW/DWLQRV H[SHULHQFHGLQFOXGLQJ³ODERUH[SORLWDWLRQKRXVLQJGLVFULPLQDWLRQOLQJXLFLVP ODQJXDJHUDFLVP SXEOLFKHDOWKQHJOHFWHGXFDWLRQDOPDUJLQDOL]DWLRQDQGVR Journal of Educational Research & Policy Studies 19 IRUWK´ S $ODUJHSDUWRIWKHGLI¿FXOWLHV9LOOHQDVIRXQGLQWKHVFKRROV ZHUHFHQWHUHGRQQHJDWLYHUHDFWLRQVWRWKHVSHDNLQJRI6SDQLVKSDUWLFXODUO\ E\FKLOGUHQLQVFKRROV,QJHQHUDOWKHFRPPXQLW\ZDVPRUHFRPIRUWDEOHZLWK WKHLGHDRIDQDVVLPLODWLRQLVW(QJOLVKRQO\HGXFDWLRQWKDQDQ\DSSURDFKWKDW PLJKWIDFLOLWDWHFKLOGUHQEHFRPLQJELOLQJXDO ([WHQGLQJEH\RQGODQJXDJH9LOOHQDVGHVFULEHVWKH³EHQHYROHQWUDFLVP´ WKDWUHVXOWVZKHQ³/DWLQRSDUHQWV¶DJHQF\´LVQRWUHVSHFWHG S 47KHVHDUH policies and practices around education and public services that view Latino SDUHQWVDVLQFRPSHWHQWHYHQQHJOLJHQWDQGLQQHHGRIDVVLVWDQFHDQGHGXFDWLRQ WREHDVVLPLODWHGLQWRWKH³ULJKWZD\V´RI$PHULFDQOLIH 0XULOOR GHVFULEHVKRZWKH/DWLQRQHZFRPHUVLQ1RUWK&DUROLQD IRXJKWWRKDYHTXDOLW\HGXFDWLRQIRUWKHLUFKLOGUHQEXWZHUHPHWZLWK³WKH SXEOLFVSKHUHFRQVWUXFWLRQRI/DWLQRVDVµSUREOHPDWLF¶DQGµOHVVGHVHUYLQJ¶ 0XULOORLQWHUSUHWVWKLVFRQVWUXFWLRQRIDQHJDWLYHLPDJHDVVRXWKHUQUDFLVP KLVWRULFDOO\FRQVWUXFWHGWRGHKXPDQL]H%ODFNVWKDWLVH[WHQGHGWR/DWLQRV$ ZD\WRVROYHWKH³SUREOHP´LVWRSURPRWHDVVLPLODWLRQLVWSROLFLHVDQGSUDFWLFHV in the schools. $VVLPLODWLRQLVQRWMXVWDEDQGRQLQJDFXOWXUHDQGODQJXDJHWRDGRSWWKRVH RIWKHKRVWFRPPXQLW\LWLVVLPXOWDQHRXVO\DQHJDWLYHFULWLTXHRIWKHSULPDU\ FXOWXUHDQGODQJXDJH7KLVDVSHFWRIDVVLPLODWLRQFDQEHVHHQDVDIRUPRI ³V\PEROLFYLROHQFH´ 6KDQQRQ (VFDPLOOD %HFNDQG$OOH[VDKW6QLGHU IRXQGWKDWDQWLELOLQJXDOHGXFDWLRQVHQWLPHQWDPRQJSROLF\PDNHUVDQG HGXFDWRUVDWNH\OHYHOVRIWKH*HRUJLDVWDWHJRYHUQPHQWLQVSLUHGORFDOGHFLVLRQ PDNLQJWKDW/DWLQRVH[SHULHQFHGDVV\PEROLFYLROHQFH6\PEROLFYLROHQFHLV RIWHQSHUSHWUDWHGWKURXJKWKHXVHRIFRGHGODQJXDJHDZRUGRUWHUPWULJJHUV DQHJDWLYHUHDFWLRQWKDWEHFRPHVWDFLW,QWKLVFDVHELOLQJXDOHGXFDWLRQPHDQV 0H[LFDQLPPLJUDQWDQGRIWHQFDUULHVWKHFRQQRWDWLRQRI³LOOHJDO´)RUWKRVH ZKREHOLHYHWKDW0H[LFDQLPPLJUDQWVDUHXQZHOFRPHLQWKLVFRXQWU\WKH\DUH OLNHO\WRDOVREHOLHYHWKDWELOLQJXDOHGXFDWLRQLVDSULYLOHJHWKDW0H[LFDQVQRW RQO\GRQRWGHVHUYHEXWWRZKLFKWKH\KDYHQRULJKW 6KDQQRQ $PRQJWKHVWXGLHVRIWKH6RXWKDVDGHVWLQDWLRQLQWKH1HZ/DWLQR 'LDVSRUDWKHZRUNIURPWKH*HRUJLD3URMHFW +DPDQQ +HUQiQGH]/HyQ =~xLJD VWDQGVRXWEHFDXVHRIDQXQH[SHFWHG LQWHUHVWHGSDUW\±WKHFLW\¶V³LQGXVWULDOERXUJHRLVLH´7KHGHVFULSWLRQRIWKH IRUPDWLRQRIWKHSURMHFWEHDUVTXRWLQJDWOHQJWK 7KHSURMHFWEHJDQZKHQDJURXSRI'DOWRQFLYLFDQGSXEOLFVFKRRO OHDGHUVFRQWDFWHGWKHDXWKRULWLHVDQGIDFXOW\DW8QLYHUVLGDGGH Fall 2008 / Volume 8, Number 2 20 0RQWHUUH\LQ0H[LFRLQVHDUFKRIWKHDFDGHPLFDQGFXOWXUDO H[SHUWLVHWRPHHWWKHHGXFDWLRQDODQGLQVWLWXWLRQDOFKDOOHQJHVWKDW /DWLQRLPPLJUDWLRQKDGEURXJKWDERXWLQWKHLUFRPPXQLW\%\WKH WLPHWKHVHOHDGHUVWUDYHOHGWR0RQWHUUH\LQ'HFHPEHURI /DWLQRSXSLOVZHUHDOUHDG\RQHWKLUGRIWKHVWXGHQWERG\LQ'DOWRQ SXEOLFVFKRROV&RQWDFWLQJD0H[LFDQXQLYHUVLW\ZDVFOHDUO\DQ XQXVXDOVWHSRQHWKDWFDQEHH[SODLQHGE\DWOHDVWWZRIDFWRUV¿UVW WKHODFNRIUHVSRQVLYHQHVVWRWKHVHOHDGHUV¶FDOOVIRUDVVLVWDQFHIURP VWDWHLQVWLWXWLRQVVXFKDV*HRUJLD¶V'HSDUWPHQWRI(GXFDWLRQDQG local universities, and second, their access to the joint venture ties EHWZHHQWKHODUJHVWFDUSHWPDQXIDFWXUHULQ'DOWRQDQGLQGXVWULDOLVWV LQ0RQWHUUH\ZKRLQWXUQKDGOLQNVZLWKWKHXQLYHUVLW\¶VSUHVLGHQW +HUQiQGH]/HyQ =~xLJDS 7KHFDSLWDOLVWGLPHQVLRQLVDQLPSRUWDQWRQHKHUHEHFDXVHWKH0H[LFDQVDUH LQ'DOWRQQRZEHFDXVHRIWKHQHHGIRUZRUNHUVLQWKHFDUSHWPLOOV7KLVLV UHPLQLVFHQWRI'HUULFN%HOO¶V,QWHUHVW&RQYHUJHQFH'LOHPPD %HOO ,WLV in the best interest of whites, in this case, to address the educational concerns IRUWKHFKLOGUHQRIWKHLUQHZODERUIRUFHDQGWRNHHSPDQLIHVWDWLRQVRIUDFLVP DJDLQVWWKH0H[LFDQVDWED\LQRUGHUWRDOORZWKHODERUIRUFHWRZRUNZLWKRXW RYHUWDQWDJRQLVP+HUQiQGH]/HyQDQG=~xLJD H[SODLQWKDW³7KH H[FOXVLRQRI%ODFNVIURPPLOOMREVWKHDEVHQFHRI(XURSHDQLPPLJUDQWVDQG WKHFRQWLQXRXVUHVLVWDQFHRIUXUDO$QJORVWRWKHIDFWRU\UHJLPHFUHDWHGHQGHPLF ODERUVKRUWDJHVDQGKLJKZRUNHUWXUQRYHUIRUWKHWH[WLOHLQGXVWU\´ S :LWKWKHLQGXVWU\QHHGLQJZRUNHUVDQG/DWLQRVZLOOLQJWRZRUNWKLVVRXWKHUQ FRPPXQLW\QHHGHGWRDGGUHVVWKHFKDQJLQJGHPRJUDSKLFV)XUWKHUPRUHWKHVH ZRUNHUVZHUHQRWDORQH7KH\FDPHZLWKIDPLOLHVDQGZHUHDEOHWRHVWDEOLVK WKHPVHOYHVDZD\IURPPLJUDQWZRUNWRVWDEOHIDFWRU\ZRUN$QGWKHLUFKLOGUHQ would go to school. *HRUJLDZDVQRWDQH[FHSWLRQWRWKHUDFLVPDQGGLVFULPLQDWLRQIRXQG LQRWKHUSDUWVRIWKH6RXWK)RUH[DPSOH+DPDQQ IRXQGWKHVFKRRO GLVWULFWWREHRQO\ZLOOLQJDQGDEOHWRDGRSWDVVLPLODWLRQLVWSROLFLHVDQG SUDFWLFHVIRUWKHJURZLQJQXPEHURI/DWLQRVLQLWVFRPPXQLW\ VXFKDVDQ (QJOLVKRQO\VFULSWHGFXUULFXOXP +HDOVRIRXQGWKDWWKHGLVWULFWFRRSHUDWHG ZLWKVRPHDFFRPPRGDWLRQVIRUWKHVWXGHQWV³ZKHQIRUFHG´DQGWKDWWKH DFFRPPRGDWLRQVZHUHLPSOHPHQWHGDV³EHJUXGJLQJFRPSURPLVHVUDWKHUWKDQ SDUWRIDQLQFOXVLYHPXOWLFXOWXUDOYLVLRQ´ S Journal of Educational Research & Policy Studies 21 7KH1HZ/DWLQR'LDVSRUD2XWVLGHWKH6RXWK $VRQHPRYHVRXWVLGHWKH6RXWKWKHDVVLPLODWLRQLVWWUHQGVWKDWKDYHEHHQ
Load more

Recommended publications
  • Anti-German Sentiment in the Midwest in World War I
    Anti-German Sentiment in the Midwest During World War I The Effects of Anti-German Sentiment on the German Language and Culture Author: Isabel Steenbergen Student Number: 4353641 Institution: Radboud University Nijmegen Field of Studies: American Studies Date of Delivery: 15-06-2016 Supervisor: Dr. J. van den Berk Second Reader: Dr. F. Mehring Steenbergen s4353641/1 ENGELSE TAAL EN CULTUUR Teacher who will receive this document: J. van den Berk Title of document: Anti-German Sentiment in the Midwest During World War I Name of course: Bachelor Thesis Date of submission: 15-06-2016 The work submitted here is the sole responsibility of the undersigned, who has neither committed plagiarism nor colluded in its production. Signed Name of student: Isabel Steenbergen Student number: 4353641 Steenbergen s4353641/2 Table of Contents Abstract ...................................................................................................................................... 3 List of Keywords ........................................................................................................................ 3 Introduction ................................................................................................................................ 4 Chapter One: History of German Immigrants in the US and the Midwest .............................. 11 Chapter Two: Anti-German Sentiment in the Midwest: Policies and Propaganda .................. 17 Chapter Three: The Disappearance of the German Language and Culture from the Midwest as a Result
    [Show full text]
  • De-Conflating Latinos/As' Race and Ethnicity
    UCLA Chicana/o Latina/o Law Review Title Los Confundidos: De-Conflating Latinos/As' Race and Ethnicity Permalink https://escholarship.org/uc/item/9nx2r4pj Journal Chicana/o Latina/o Law Review, 19(1) ISSN 1061-8899 Author Sandrino-Glasser, Gloria Publication Date 1998 DOI 10.5070/C7191021085 Peer reviewed eScholarship.org Powered by the California Digital Library University of California LOS CONFUNDIDOS: DE-CONFLATING LATINOS/AS' RACE AND ETHNICITY GLORIA SANDRmNO-GLASSERt INTRODUCTION ......................................................................................71 I. LATINOS: A DEMOGRAPHIC PORTRAIT ..............................................75 A. Latinos: Dispelling the Legacy of Homogenization ....................75 B. Los Confundidos: Who are We? (Qui6n Somos?) ...................77 1. Mexican-Americans: The Native Sons and D aughters .......................................................................77 2. Mainland Puerto Ricans: The Undecided ..............................81 3. Cuban-Americans: Last to Come, Most to Gain .....................85 II. THE CONFLATION: AN OVERVIEW ..................................................90 A. The Conflation in Context ........................................................95 1. The Conflation: Parts of the W hole ..........................................102 2. The Conflation Institutionalized: The Sums of All Parts ...........103 B. The Conflation: Concepts and Definitions ...................................104 1. N ationality ..............................................................................104
    [Show full text]
  • Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
    TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona.
    [Show full text]
  • America's Russian-Speaking Jews Come of Age
    Toward a Comprehensive Policy Planning for R u s s i a n - Speaking Jews in North America Project Head Jonathan D. Sarna Contributors Dov Maimon, Shmuel Rosner In dealing with Russian-speaking Jews in North America, we face two main challenges and three possible outcomes. CHALLENGES: 1. Consequences of disintegration of the close-knit immigrant society of newly arrived Russian-speaking Jews. 2. Utilizing the special strengths of Russian-speaking Jews for the benefit of the wider American Jewish community. POSSIBLE OUTCOMES: 1. The loss of Jewish identity and rapid assimilation. 2. An adaptation of American-Jewish identity (with the benefits and shortcomings associated with it). 3. A formation of a distinctive Russian-speaking Jewish identity strong enough to be further sustained. There is a 10 to 15-year window of opportunity for intervention with this population. There is also a need to integrate, in a comprehensive manner, organizations to positively intervene in the field. At this preliminary stage, several recommendations stand out as urgent to address this population’s needs: - An effort on a national scale to assist the communities that are home to the majority of Russian-speaking Jews. - Funding for programs that will encourage Russian-speaking Jews to move into Jewish areas. - Special programs to promote in-marriage. - Dialogue mechanisms for Russian-speaking Jews in Israel, the US, Germany, and the Former Soviet Union. - Programs building on Russian-speaking Jews’ sense of peoplehood to bolster ties among all Jews to Israel. - Possible reciprocity between Jewish education and education in science and math for Russian-speaking Jews ("Judaism for math").
    [Show full text]
  • Cultural Identity Construction in Russian-Jewish Post-Immigration Literature
    Cultural Identity Construction in Russian-Jewish Post-Immigration Literature by Regan Cathryn Treewater A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Department of Comparative Literature University of Alberta © Regan Cathryn Treewater, 2017 ii Abstract The following dissertation examines narratives of immigration to Western Europe, Israel and North America authored by Russian-speaking writers of Jewish decent, born in the Soviet Union after World War II. The project seeks to investigate representations of resettlement experiences and cultural identity construction in the literature of the post- 1970s Russian-Jewish diaspora. The seven authors whose selected works comprise the corpus of analysis write in Russian, German and English, reflecting the complex performative nature of their own multilayered identities. The authors included are Dina Rubina, Liudmila Ulitskaia, Wladimir Kaminer, Lara Vapnyar, Gary Shteyngart, Irina Reyn, and David Bezmozgis. The corpus is a selection of fictional and semi- autobiographical narratives that focus on cultural displacement and the subsequent renegotiation of ‘self’ following immigration. In the 1970s and final years of Communist rule, over one million Soviet citizens of Jewish heritage immigrated to Western Europe, Israel and North America. Inhospitable government policies towards Soviet citizens identified as Jewish and social traditions of anti-Semitism precipitated this mass exodus. After escaping prejudice within the Soviet system, these Jewish immigrants were marginalized in their adopted homelands as Russians. The following study of displacement and relocation draws on Homi Bhabha’s theories of othering and unhomeliness. The analyzed works demonstrate both culturally based othering and unhomely experiences pre- and post-immigration resulting from relegation to the periphery of society.
    [Show full text]
  • Russian Nobility Association in America
    Russian Nobility Association In America 2018 Orphan Outreach works in Russia to improve the lives of orphans by: • Working with orphan graduates to support them to successful, independent living • Meeting urgent needs of the orphan graduates through apartment renovations, legal support, medical and dental care • Nurturing and caring for abandoned and vulnerable children • Providing short term teams that support and care for the children www.orphanoutreach.org Russian Nobility Association SpringCharity Ball 2018 Under The Gracious Patronage of H.S.H. Prince Dmitri Romanoff Ilyinsky T.H. Prince and Princess Michael Romanoff Ilyinsky T.H. Prince and Princess AndrewRomanoff H.H. Princess NicholasRomanoff H.H. Princess Dimitri Romanoff H.H. Princess Alexander Romanoff Executive Committee Chair mrs. olga miklashewsky Co-Chairs mrs. maria holodny mr. nicholas b. a. nicholson Executive Secretary princess elizabeth galitzine Honorary Chairs princess tatiana v. galitzine mrs. veronica atkins mrs. irina dvorjitsky san filippo prince ivan obolensky mr. warren c. hutchins The Russian Nobility Association in America, Inc. Board of Directors prince ivan obolensky chairman emeritus mr. john l. pouschine president pro tempore mr. peter tcherepnine vp & treasurer mrs. irina dvorjitsky-san filippo secretary dr. pavel efremkin mr. igor miklashewsky mr. alexandr neratoff mr. michael perekrestov mr. konstantin pio-ulsky vladimir von tsurikov ph.d. mr. paul wadkovsky miss tatyana zakharova Presidents prince alexis obolensky, sr. 1936 - 1939 mr. vassili wadkovsky 1939 - 1941 count boris von berg 1941 - 1942 count paul de kotzeboue 1942 - 1953 prince leonid eletskoy 1954 - 1958 prince serge belosselsky-belozersky 1958 - 1963 col. peter martynov 1963 - 1971 prince alexis scherbatow 1971 - 2002 dr.
    [Show full text]
  • Ethnic Groups and Library of Congress Subject Headings
    Ethnic Groups and Library of Congress Subject Headings Jeffre INTRODUCTION tricks for success in doing African studies research3. One of the challenges of studying ethnic Several sections of the article touch on subject head- groups is the abundant and changing terminology as- ings related to African studies. sociated with these groups and their study. This arti- Sanford Berman authored at least two works cle explains the Library of Congress subject headings about Library of Congress subject headings for ethnic (LCSH) that relate to ethnic groups, ethnology, and groups. His contentious 1991 article Things are ethnic diversity and how they are used in libraries. A seldom what they seem: Finding multicultural materi- database that uses a controlled vocabulary, such as als in library catalogs4 describes what he viewed as LCSH, can be invaluable when doing research on LCSH shortcomings at that time that related to ethnic ethnic groups, because it can help searchers conduct groups and to other aspects of multiculturalism. searches that are precise and comprehensive. Interestingly, this article notes an inequity in the use Keyword searching is an ineffective way of of the term God in subject headings. When referring conducting ethnic studies research because so many to the Christian God, there was no qualification by individual ethnic groups are known by so many differ- religion after the term. but for other religions there ent names. Take the Mohawk lndians for example. was. For example the heading God-History of They are also known as the Canienga Indians, the doctrines is a heading for Christian works, and God Caughnawaga Indians, the Kaniakehaka Indians, (Judaism)-History of doctrines for works on Juda- the Mohaqu Indians, the Saint Regis Indians, and ism.
    [Show full text]
  • United States History: 1865 to the Present
    VIRGINIA STANDARDS OF LEARNING Spring 2012 Released Test UNITED STATES HISTORY: 1865 TO THE PRESENT Form H0112, CORE 1 Property of the Virginia Department of Education Copyright ©2012 by the Commonwealth of Virginia, Department of Education, P.O. Box 2120, Richmond, Virginia 23218-2120. All rights reserved. Except as permitted by law, this material may not be reproduced or used in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without written permission from the copyright owner. Commonwealth of Virginia public school educators may reproduce any portion of these released tests for non-commercial educational purposes without requesting permission. All others should direct their written requests to the Virginia Department of Education, Division of Student Assessment and School Improvement, at the above address or by e-mail to [email protected]. United States History: 1865 to the Present Directions Read each question and choose the best answer. Then fill in the circle on your answer document for the answer you have chosen. Sample What did the Wright brothers invent? A Automobile B Sewing machine C Airplane D Water pump 2 1 Settlement houses were created because of increasing — A immigrant populations B urban employment C educational opportunities D government regulation 2 During Reconstruction, a carpetbagger was a Northerner who — F moved South for factory jobs G enforced African-American rights H taught in African-American schools
    [Show full text]
  • The Effect of Russian Traditional Medicine on the Health Care of Russian Immigrants to America by Roy Long an HONORS THESIS for the UNIVERSITY HONORS COLLEGE
    Russian Traditional Medicine The Effect of Russian Traditional Medicine on the Health Care of Russian Immigrants to America By Roy Long AN HONORS THESIS for the UNIVERSITY HONORS COLLEGE Submitted to the University Honors College at Texas Tech University in partial fulfillment of the requirement for the degree designation of HIGHEST HONORS MAY 2011 Approved by: _____________________________________ ____________ DR. ANTHONY QUALIN Date Department of Classical and Modern Languages and Literatures _____________________________________ ____________ DR. MARJEAN D. PURINTON Date Associate Dean, University Honors College The author approves the photocopying of this document for educational purposes. i Russian Traditional Medicine ABSTRACT Russian immigrants to the United States have a higher incidence of many chronic and debilitating illnesses. A number of social scientists have argued that the causes of ill health are a result of multiple factors including language proficiency, country of origin and time elapsed since immigration. In this thesis, Russian Traditional Medicine, a system of beliefs held by many from Slavic-language speaking countries, is examined as a potential contributor to ill health in a Russian-speaking community in Glendale, Colorado. Interviews with physicians, pharmacists, naturopathic doctors, Russian pharmacy employees and grocery store owners were conducted to determine their perceptions of Russian health trends in the area. It was determined that Russian Traditional Medicine is manifested among members of the community and that these trends have an effect on the willingness of Russian speaking immigrants to participate in the health care system of the United States of America. Russian Traditional Medicine often was linked with a distrust of Western medicine and sometimes, a distrust of physicians in general.
    [Show full text]
  • United States State-Level Population Estimates: Colonization to 1999
    United States State-Level United States Population Estimates: Department of Agriculture Colonization to 1999 Forest Service Rocky Mountain Research Station David P. Coulson General Technical Linda Joyce Report RMRS-GTR- 111WWW August 2003 Coulson, David P.; Joyce, Linda. 2003. United States state-level population estimates: Colonization to 1999. Gen. Tech. Rep. RMRS-GTR-111WWW. Fort Collins, CO: U.S. De- partment of Agriculture, Forest Service, Rocky Mountain Research Station. 55 p. Abstract: The U.S. landscape has undergone substantial changes since Europeans first arrived. Many land use changes are attributable to human activity. Historical data concern- ing these changes are frequently limited and often difficult to develop. Modeling historical land use changes may be neccessary. We develop annual population series from first Eu- ropean settlement to 1999 for all 50 states and Washington D.C. for use in modeling land use trends. Extensive research went into developing the historical data. Linear interpola- tion was used to complete the series after critically evaluating the appropriateness of linear interpolation versus exponential interpolation. Authors David Coulson, MATCOM, Fort Collins, CO. Linda Joyce, Rocky Mountain Research Station, Fort Collins, CO. Acknowledgments RPA, Forest Service, United States Department of Agriculture funded this work. You may order additional copies of this publication by sending your mailing information in label form through one of the following media. Please specify the publication title and series number. Fort Collins Service Center Telephone (970) 498-1392 FAX (970) 498-1396 E-mail [email protected] Web site http://www.fs.fed.us/rm Mailing Address Publications Distribution Rocky Mountain Research Station 240 West Prospect Road Fort Collins, CO 80526 Rocky Mountain Research Station Natural Resources Research Center 2150 Centre Avenue, Building A Fort Collins, CO 80526 Contents Introduction .....................................................................................................................
    [Show full text]
  • A Power Stronger Than Itself
    A POWER STRONGER THAN ITSELF A POWER STRONGER GEORGE E. LEWIS THAN ITSELF The AACM and American Experimental Music The University of Chicago Press : : Chicago and London GEORGE E. LEWIS is the Edwin H. Case Professor of American Music at Columbia University. The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2008 by George E. Lewis All rights reserved. Published 2008 Printed in the United States of America 16 15 14 13 12 11 10 09 08 1 2 3 4 5 ISBN-13: 978-0-226-47695-7 (cloth) ISBN-10: 0-226-47695-2 (cloth) Library of Congress Cataloging-in-Publication Data Lewis, George, 1952– A power stronger than itself : the AACM and American experimental music / George E. Lewis. p. cm. Includes bibliographical references (p. ), discography (p. ), and index. ISBN-13: 978-0-226-47695-7 (cloth : alk. paper) ISBN-10: 0-226-47695-2 (cloth : alk. paper) 1. Association for the Advancement of Creative Musicians—History. 2. African American jazz musicians—Illinois—Chicago. 3. Avant-garde (Music) —United States— History—20th century. 4. Jazz—History and criticism. I. Title. ML3508.8.C5L48 2007 781.6506Ј077311—dc22 2007044600 o The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992. contents Preface: The AACM and American Experimentalism ix Acknowledgments xv Introduction: An AACM Book: Origins, Antecedents, Objectives, Methods xxiii Chapter Summaries xxxv 1 FOUNDATIONS AND PREHISTORY
    [Show full text]
  • The World of Anne Frank: Through the Eyes of a Friend
    1 Anne Frank and the Holocaust Introduction to the Guide This guide can help your students begin to understand Anne Frank and, through her eyes, the war Hitler and the Nazis waged against the Jews of Europe. Anne's viewpoint is invaluable for your students because she, too, was a teenager. Reading her diary will enhance the Living Voices presentation. But the diary alone does not explain the events that parallel her life during the Holocaust. It is these events that this guide summarizes. Using excerpts from Anne’s diary as points of departure, students can connect certain global events with their direct effects on one young girl, her family, and the citizens of Germany and Holland, the two countries in which she lived. Thus students come to see more clearly both Anne and the world that shaped her. What was the Holocaust? The Holocaust was the planned, systematic attempt by the Nazis and their active supporters to annihilate every Jewish man, woman, and child in the world. Largely unopposed by the free world, it resulted in the murder of six million Jews. Mass annihilation is not unique. The Nazis, however, stand alone in their utilization of state power and modern science and technology to destroy a people. While others were swept into the Third Reich’s net of death, the Nazis, with cold calculation, focused on destroying the Jews, not because they were a political or an economic threat, but simply because they were Jews. In nearly every country the Nazis occupied during the war, Jews were rounded up, isolated from the native population, brutally forced into detention camps, and ultimately deported to labor and death camps.
    [Show full text]