Investigates the language learning, multiple literacy development, and schooling and community experiences of the Somali population in Minnesota - a community which is Muslim, refugee, and under-schooled Brings together five years of interdisciplinary research, drawing upon theories from the fields of applied linguistics, second language acquisition, education, and sociology Uses a range of epistemological frames to explore central and contemporary problems that tie language learning to racialized, religious, and gendered identities Argues for the centrality of socio-political contexts in language learning and for the integration of advocacy and research

A rare exploration of the racial and class politics of architecture, Little White Houses examines how postwar media representations associated the ordinary single-family house with middle-class whites to the exclusion of others, creating a powerful and invidious cultural iconography that continues to resonate today. Drawing from popular and trade magazines, floor plans and architectural drawings, television programs, advertisements, and beyond, Dianne Harris shows how the depiction of houses and their interiors, furnishings, and landscapes shaped and reinforced the ways in which Americans perceived white, middle-class identities and helped support a housing market already defined by racial segregation and deep economic inequalities. After describing the ordinary postwar house and its orderly, prescribed layout, Harris analyzes how cultural iconography associated these houses with middle-class whites and an ideal of white domesticity. She traces how homeowners were urged to buy specific kinds of furniture and other domestic objects and how the appropriate storage and display of these possessions was linked to race and class by designers, tastemakers, and publishers. Harris also investigates lawns, fences, indoor-outdoor spaces, and other aspects of the postwar home and analyzes their contribution to the assumption that the rightful owners of ordinary houses were white. Richly detailed, Little White Houses adds a new dimension to our understanding of race in America and the inequalities that persist in the U.S. housing market.

The central claim of this volume is that higher education institutions that seek to educate their students for freedom and liberation—the idea behind the liberal arts—must be prepared to embrace the truths they pursue and to lean into the reconciliation demanded by those truths. In other words, they must journey through truth to freedom, but only by way of reconciliation. For Augsburg University, the truths interrogated delve deep into the heart of its faith tradition, academic mission, and commitment to social justice. Through appreciative and critical inquiry, the truths discovered demand reconciliation with the past so as to be freed for the work they are called to do as “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders”—Augsburg’s mission! These essays offer a compelling example to other institutions about the important work of connecting past, present, and future—of seeking truth through freedom by way of reconciliation—work that is foundational to an institution’s mission, identity, and future planning. Perfect for courses such as: Place Matters: Colleges and Universities as Anchors in their Communities; Introduction to Interfaith Learning, Leadership, and Living; History of Higher Education in America; Foundations of Democratic Engagement and Higher Education; Introduction to Experiential Education; Foundations of Higher Education Leadership

This book explores the social participation, identification and transnational practices of Somalis living in Finland and the United States. Through a multifaceted collection of chapters which are based on data ranging from legislation and policy documents to welfare indicators and interviews, this book explores how Somali migrants experience and explore their identities and belongings, and how they strive for participation as (diaspora) citizens of their sending and receiving societies. The case studies are conducted in two countries that differ greatly in terms of their social system, migration history and integration policies and as such they provide an opportunity to explore how different social, political and legal orders influence the life-courses and wellbeing of migrant populations. Furthermore, the book highlights how the fate of the Somalis as a global diaspora is routinely intertwined with the changes in the global political climate and the state-level political processes reflecting it. This book will be of great interest to researchers, students and lecturers of migration and diaspora, as well as individuals working with (Somali) migrants.

The series aims to make a significant contribution to modern language studies by providing up-to-date, linguistically sophisticated, and comprehensive language materials, of use to a wide spectrum of users, on major world languages which have hitherto been largely neglected.

The story of Somali immigrants in America. Since 2003, Abdi Roble - who came to the US from Somalia in 1989 - and Doug Rutledge have been documenting the lives of Somalis who have fled to camps in Kenya and to the US. This book follows the story of a family as they struggle to survive in Kenya and then in America.

Should babies sleep alone in cribs, or in bed with parents? Is talking to babies useful, or a waste of time? A World of Babies provides different answers to these and countless other childrearing questions, precisely because diverse communities around the world hold drastically different beliefs about parenting. While celebrating that diversity, the book also explores the challenges that poverty, globalization and violence pose for parents. Fully updated for the twenty-first century, this edition features a new introduction and eight new or revised case studies that directly address contemporary parenting challenges, from China and Peru to Israel and the West Bank. Written as imagined advice manuals to parents, the creative format of this book brings alive a rich body of knowledge that highlights many models of baby-rearing - each shaped by deeply held values and widely varying cultural contexts. Parenthood may never again seem a matter of 'common sense'.

In this groundbreaking book, Garth Myers uses African urban concepts and experiences to speak back to theoretical and practical concerns. He argues for a re-visioning - a seeing again, and a revising - of how cities in Africa are discussed and written about in both urban studies and African studies. Cities in Africa are still either ignored - banished to a different, other, lesser category of not-quite cities - or held up as examples of all that can go wrong with urbanism in much of the mainstream and even critical urban literature. Myers instead encourages African studies and urban studies scholars across the world to engage with the vibrancy and complexity of African cities with fresh eyes. Touching on a diverse range of cities across Africa - from Zanzibar to Nairobi, Cape Town to Mogadishu, Kinshasa to Dakar - the book uses the author's own research and a close reading of works by other scholars, writers and artists to help illuminate what is happening in and across the region's cities.

Language Education and Applied Linguistics: bridging the two fields provides a starting point for students and researchers in both Language and Education who wish to interpret and use insights from the field of Applied Linguistics, and for Applied Linguists who wish to engage in dialogue with language educators and researchers in education. Providing a framework for understanding the resources individuals use to communicate, this accessible and innovative text will enable teachers and learners to understand and discuss features and tools used in communication. This framework enables: Learners to explore their current language abilities and their desired future communicative abilities, empowering them to engage with their own language learning needs Language educators to explore central concerns in multiliteracy, digital literacies, plurilingualism and plurilingual development Applied Linguistics students to understand theories of applied linguistics and language education Sociolinguists to bring their research into education Language Education and Applied Linguistics can be used by students, teachers, researchers and teacher educators to explore multilingual contexts and communicative purposes in language classrooms, language education and applied linguistics.

Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.