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Descriptors:
Academic Achievement; Achievement Gap; Oral History; Males; Informal Education; Nonformal Education; Church Role; Churches; Clubs; Family Influence; Blacks; Adults; African Americans; African Culture; Community Programs

Abstract:
This study examines how and why peoples of African descent access and utilize community-based pedagogical spaces that exist outside schools. Employing a theoretical framework that fuses historical methodology and border-crossing theory, the researchers review existing scholarship and primary documents to present an historical examination of how peoples of African descent have fought for and redefined education in nonschool educative venues. These findings inform the authors' analysis of results from an oral history project they conducted into how Black Bermudian men utilized learning spaces outside schools, such as the family, Black church, and athletics clubs, to augment their personal and scholastic development. Based on their historical and empirical research findings, the authors argue that educational actors (including teachers, administrators, policy makers, and researchers) focused on school-based issues like the academic achievement gap would do well to recognize the impact learning spaces outside of schools may have on student scholastic success, particularly for minority men. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adjustment (to Environment); Personality Traits; Youth; Rural Areas; Grounded Theory; Constructivism (Learning); Resilience (Psychology); Qualitative Research; Foreign Countries; Poverty; African Culture; Collectivism; Indigenous Populations

Abstract:
Resilience, or adaptive behavior in the face of adversity, has recently come to be understood as a phenomenon that should not be uniformly conceptualized across contexts and cultures. This emerging understanding has urged exploration of what resilience might mean in specific cultural contexts. As in other majority nation contexts, there is scant documentation of what resilience might mean in an African context. In this article, the authors report on an exploratory qualitative study, rooted in a constructivist grounded theory approach, in which 11 South African adults from an impoverished rural area were invited to provide a description of resilient Basotho youth. In contrast to Eurocentric perspectives, their descriptions, verbal, written, and hand-drawn, offer an Africentric understanding of resilience. This emerging African conceptualization of resilience advocates for deeper exploration of collectivist philosophies underpinning Black youth resilience and continued research into the process of African resilience. (Contains 1 table, 2 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnography; Foreign Countries; Multilingualism; Municipalities; Global Approach; Sociolinguistics; Migrants; Cultural Background; African Languages; Chinese; African Culture; Asians; Asian Culture

Abstract:
Drawing on the first phase of a larger sociolinguistic ethnography, this article explores how individual migrants of African and Chinese backgrounds expand their multilingual repertoires in Africa Town in Guangzhou, China. Focusing on two cases, I demonstrate how they maintain and develop transnational and translocal connections simultaneously (Levitt & Glick Schiller, 2004) and how this constitutes the processes of expanding multilingual repertoires without instruction. I illustrate that these processes are shaped by material and symbolic resources, including premigration linguistic repertoires, intersecting with states. I argue that individual multilingual repertoires index life trajectories (Blommaert & Backus, 2011) that are enabled and constrained by resources accumulated in countries and regions that are ranked differently within the world geopolitical order (Levitt & Jaworsky, 2007). (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Education; Ethnic Groups; Foreign Countries; Cultural Activities; Global Approach; African Culture; Mythology

Abstract:
This paper reviewed the scientific contents in Igbo culture. Description of the Igbos who constitutes an ethnic group occupying southeastern Nigeria was made. It x-rayed the pre-colonial, colonial, and post-colonial culture of Igbo people and identified the scientific cultural activities, which can be harnessed to meet the challenges of modern day globalization. The advent of science and science education in Igbo culture and its applications in various cultural activities of the Igbos both in the pre-literate and post-literate era were discussed. The implications of these for the development of Igbo nation were examined and recommendations were made on how the scientific cultural activities can be improved to enhance the integration of the Igbo culture into the modern-day globalization. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Studio Art; Art Activities; African Culture; Art Products; Art Materials; Grade 5; Elementary School Students; Foreign Countries

Abstract:
The topic of Egypt is one that students are naturally intrigued and enthusiastic about. In this article, fifth graders create mosaic and mixed-media collaged chairs in their visual arts class as part of their overall study of the art and culture of ancient Egypt. The idea was to embellish a contemporary chair with Egyptian colors, themes, and designs. (Contains 1 online resource.)

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Descriptors:
Studio Art; Art Activities; African Culture; Multicultural Education; Elementary School Students; Grade 3

Abstract:
Art is a good place to learn about our multicultural planet, and African masks are prized throughout the world as powerfully expressive artistic images. Unfortunately, multicultural education, especially for young children, can perpetuate stereotypes. Masks taken out of context lose their meaning and the term "African masks" suggests that there is only one African culture. In this article, the author describes how her third-grade students created their African masks. (Contains 2 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Inclusion; Learning Disabilities; Foreign Countries; Disadvantaged Youth; At Risk Students; Educational History; African Culture; Student Diversity; Educational Practices; Racial Segregation; Equal Education; Youth Programs; Access to Education; Program Effectiveness

Abstract:
As part of a global movement, South Africa is embracing political and academic change designed to enhance the lives of all students. Small, gradual courses of actions serve to level the educational playing field for students with and without disabilities. Kliptown Youth Project by design serves as evidence of a small, but persistent transforming agent in the inclusive education of students with disabilities. Investigations into these practices serve as a catalyst for educators who support students with disabilities. This article highlights the complexity of educating disadvantaged student populations in South Africa. The strategies incorporated in the project may be generalized across all global educational settings to support diverse learners. By using these strategies, students with learning disabilities are better equipped to navigate through school and beyond. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Preservice Teacher Education; Racial Segregation; Curriculum Development; Foreign Countries; Educational Change; Comparative Analysis; Teacher Role; Correlation; African Culture; History; Teacher Attitudes

Abstract:
In Sub-Saharan Africa, the academic aims of curriculum reforms and the teaching roles related to them are similar, but non-teaching roles are likely to vary across countries. Taking an organization studies perspective, this article compares teachers' roles in reform along the Botswana-South Africa border. Though these teachers share language and culture, they have divergent socio-political histories. The study draws on multiple data sources from schools during the 2009 school year. Teachers on both sides of the border face tensions over the time they spend teaching and engaged in non-teaching activities, like administrative meetings. But differences emerged, given the teachers' distinctively different histories. Under apartheid, the South African teachers experienced fragmented organizational structures; they now have roles in multiple organizations, and reported more expansive and time-consuming non-teaching roles, including union participation. These roles were associated with lower curriculum coverage than was expected, with potentially negative implications for student achievement. To achieve curriculum reform aims, policymakers must carefully consider balancing teachers' teaching and non-teaching roles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acquired Immunodeficiency Syndrome (AIDS); Sexually Transmitted Diseases; Student Attitudes; Foreign Countries; Video Technology; Social Work; Cultural Differences; African Culture; Teaching Methods; Counselor Training; Cross Cultural Studies; Misconceptions

Abstract:
How might U.S. social work students' perceptions of HIV/AIDS differ from those of social work students in sub-Saharan Africa? Furthermore, what can students learn from hearing how students from other countries view them? Social work students in the United States, Botswana, and Malawi were video-recorded; they then viewed the videos of students at other sites and responded. The African students had personal experiences of HIV/AIDS, whereas those in the United States had little contact with people living with HIV/AIDS. Students in all locations revealed culturally constructed meanings and beliefs in associated myths regarding HIV/AIDS. The process of viewing students of different cultures is illustrated as an effective pedagogical approach toward increasing students' global learning and could be replicated using discussion of other international challenges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Evaluation Methods; Proverbs; Human Services; Evaluators; African Culture; Cultural Awareness; Cultural Context; Foreign Countries; Governance; Capacity Building; African Languages; Indigenous Knowledge

Abstract:
Attention to cultural competence has significantly increased in the human services over the last two decades. Evaluators have long had similar concerns and have made a more concentrated effort in recent years to adapt evaluation methodology to varying cultural contexts. Little of this literature, however, has focused on the extent to which local cultures themselves already contain habits and patterns of evaluative thought that may serve as a basis for such work and for fuller stakeholder participation. This article explores the evaluative instincts expressed in West African proverbs against a background of related research. Consideration of the explicit message and latent meanings of a set of chosen proverbs suggests that the cultures in question are rich in evaluative perspectives. Directions for further research are proposed. (Contains 3 notes and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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