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Descriptors:
Bilingualism; Young Adults; Cultural Maintenance; Language Usage; Language Attitudes; Romance Languages; Native Speakers; Interviews; Computational Linguistics; Profiles; Classification; Self Concept

Abstract:
Catalan speakers have traditionally constructed the Catalan language as the main emblem of their identity even as migration filled the country with substantial numbers of speakers of Castilian. Although Catalan speakers have been bilingual in Catalan and Castilian for generations, sociolinguistic research has shown how speakers' bilingual practices have always been sensitive to keeping a clear sense of the boundaries between the languages and between their communities of speakers. The norms of language choice in everyday life have reflected this as Catalans have tended to use Catalan basically between those considered to "be" Catalan. This article shows that this situation is gradually changing due to new conditions of mobility and access to language, that is, because most native speakers of Castilian are now bilingual and speak Catalan often in everyday life. On the basis of a corpus of 25 interviews and 15 group discussions conducted in Catalonia with a sample of young people of different profiles, we show that young people in Catalonia increasingly rely on prima facie linguistic behavior rather than ethnolinguistic classification to decide which language to speak in specific contexts, so that language use loses its earlier function of ethnolinguistic boundary maintenance. (Contains 1 figure and 5 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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Family Literacy; Eskimo Aleut Languages; Eskimos; Foreign Countries; Multilingualism; Language Planning; Multiple Literacies; Literacy Education; Family Environment; Family Relationship; Language Usage; Ethnography; Urban Areas; Cultural Maintenance; Language Maintenance; Community Centers

Abstract:
This study investigates the intersection of family language policy with Indigenous multiliteracies and urban Indigeneity. It documents a grassroots Inuit literacy initiative in Ottawa, Canada and considers literacy practices among Inuit at a local Inuit educational centre, where maintaining connections between urban Inuit and their homeland linguistic and cultural practices is a central objective. Using data from a participatory, activity-oriented, ethnographic project at an Inuit family literacy centre, we argue that state-driven language policies have opened up spaces for Indigenous-defined language and literacy learning activities that can shape and be shaped by family language policies. This has permitted some urban groups in Canada to define their own literacy needs in order to develop effective family language policies. Drawing on two Inuit-centred literacy activities, we demonstrate how literacy practices are embedded in intergenerational sharing of Inuit experience, cultural memory, and stories and how these are associated spatially, culturally, and materially with objects and representations. We thus show how Inuit-centred literacy practices can be a driving force for family language policy, linking people to an urban Inuit educational community centre and to their urban and Arctic Inuit families and homelands. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Criticism; Mandarin Chinese; Confucianism; Cultural Centers; Language Maintenance; Cultural Maintenance; Cultural Influences; Influences; Economic Factors; Educational Indicators; Foreign Culture; Foreign Policy; Political Power; Human Capital; Ideology; International Relations; International Educational Exchange; Policy Analysis; Educational Sociology

Abstract:
This paper presents a critical analysis of the transnational interplay of cultural, educational and economic forces that culminated with the establishment of a Chinese language and cultural centre in Peru, the Confucius Institute. Confucius Institutes are government-sponsored cultural centres devoted mainly to Chinese language education around the world. They have been referred to as examples of China's soft power and subjected to criticisms. With a substantive theory of power as the departure point, this article analyses the power relations surrounding the case of Confucius Institutes in Latin America. 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:
Indigenous Populations; Vocational Education; Cultural Maintenance; Educational Attainment; Cultural Differences; Foreign Countries; Access to Education; Participation; Cultural Influences; Educational Indicators; Social Indicators; Performance Factors; Factor Analysis; Outcomes of Education; Income

Abstract:
This study provides new evidence on the inter-relationships between Indigenous Australians' association with their traditional culture and their engagement with vocational education and training. It builds on previous work to develop a "richer" measure of the concept of cultural attachment. This report discusses the links between cultural identity and current participation in education, and the benefits Indigenous Australians derive from education and training. Appendix tables are included. (Contains 16 tables, 1 figure and 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:
Educational Policy; Foreign Countries; German; Land Settlement; Whites; Educational Philosophy; Foreign Policy; Economics; Geography; Educational History; Nationalism; Curriculum; Cultural Maintenance; Second Language Instruction; Native Language Instruction

Abstract:
From the perspective of German colonial supporters and authorities, appropriate white education in the settler colony of Southwest Africa (SWA) was essential for maintaining German hegemony in the territory. In order to reach this objective, the German colonial administration in SWA, with assistance from pedagogues and institutions in Germany, embarked on a program to turn the colony's white youth into productive and loyal members of the German empire. The educational policies pursued provide a lens to explore how colonial enthusiasts defined what it meant to be German. However, this image and the policies intended to create it did not exist in isolation. Other populations, colonial economics, and geography resulted in a German educational system that could not be exactly replicated in SWA. Thus, a system and ultimately a population emerged that were shaped by both German educational philosophies and colonial exigencies. (Contains 84 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:
Library Services; Preservation; Electronic Libraries; Information Storage; Archives; Interviews; Barriers; Institutional Advancement; Cultural Maintenance; History

Abstract:
Stanford University's (California) Julie Sweetkind-Singer is a recognized authority on digital preservation, and has been honored by the Library of Congress for her work in the field. She currently serves as both the assistant director of Stanford's Geospatial, Cartographic and Scientific Data and Services and as head of the Branner Earth Sciences Library and Map Collections. In this interview, Sweetkind-Singer discusses the challenges facing the field of digital preservation. 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:
Acculturation; Adolescents; Values; Ethnicity; Foreign Countries; Self Concept; Islam; Cultural Background; Christianity; Religion; Comparative Analysis; Age Differences; Cultural Maintenance; Biculturalism

Abstract:
We address the understudied religious dimension of acculturation in acculturating adolescents who combine a religious Islamic heritage with a secularized Christian mainstream culture. The religiosity of 197 Turkish-Belgian adolescents was compared with that of 366 age-mates in Turkey (the heritage culture) and 203 in Belgium (the mainstream culture) and related to cultural values, acculturation orientations, and ethnic identification. Belgian adolescents showed lower and declining religiosity with age, whereas Turkish and Turkish-Belgian adolescents were more religious regardless of age. Acculturating adolescents reaffirmed religion as compared with monocultural adolescents in Turkey. Religious reaffirmation was related to cultural values of interdependence, heritage culture maintenance, and ethnic identification. (Contains 2 tables and 3 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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Immigrants; Hispanic Americans; Indigenous Populations; Multilingualism; Social Networks; Identification; Cultural Maintenance; Undocumented Immigrants; Social Mobility

Abstract:
Based on a 3-year qualitative research study that took place in a new immigrant-receiving community in North Carolina, the manuscript examines the implications of transnational cultural and sociolinguistic patterns of multilingual indigenous Latino immigrants (ILIs), and its effects on their survival in the US. Utilizing narrative analysis, it explores how Mexican, Salvadoran, and Guatemalan immigrants of indigenous backgrounds use survival strategies of the Pedagogy of the Chameleon to move across multiple identities, both to maintain their cultures and to survive as immigrants in the United States. This manuscript explores the ways ILIs use strategies and skills passed through strong social networks to move in and out of transnational social spaces. In addition, it raises questions about the ways multilingualism affects border mobility and transnationality as well as how undocumented families use multilingualism as a transnational bridge to facilitate their survival in a hostile US environment, the community, and in schools. 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:
Food; Adult Learning; Ideology; Agricultural Production; Social Justice; Whites; Middle Class; Learning Processes; Power Structure; Group Behavior; Social Change; Politics of Education; Environmental Education; American Indian History; Relocation; American Indians; Acculturation; Cultural Maintenance; Ceremonies; Holistic Approach; Nontraditional Education

Abstract:
This paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system. It further examines how these pedagogies challenge racialised, classed and gendered ideologies and practices in their aims, curricular content, and publically documented educational processes. The first case is Growing Power, an urban farm which embraces small scale capitalism and vocational education as an end toward community food security, social and ecological justice, and anti-racist education. The second case, Tsyunhehkw[superscript caret], is the "integrated community food system" of the Oneida Nation in rural Wisconsin, centred on cultural decolonisation through the growing and eating of traditional Oneida foods. In both these projects, there are strong possibilities to teach a critical, social justice alternative to white, middle class norms and practices of food production and consumption. 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:
Foreign Countries; Reading Habits; Intellectual Experience; Cultural Maintenance; Social Class; Self Concept; Books; Mass Media Effects; Young Adults; Quality of Life; Russian Literature; Classics (Literature); Value Judgment; Postsecondary Education

Abstract:
It is acknowledged that the value of reading has gone down in today's Russian society, and this is rated as unequivocally negative. Instead of "the most well-read country in the world," Russia is now called a "society of TV viewers" by the some observers; it is not a nation of independent thinkers but passive objects of the influence of the state and mass media, subservient to the state. The abdication of the intelligentsia as an authoritative social entity that sets cultural norms, the decline of active social involvement in all social spheres, the change in social and political processes over time and the simplification and atomization of social structure have all led to a drastic decline in the role of books and reading. Research on the reading habits of the more intellectually inclined young people of Russia shows that their allegiance is to the more serious classics of literature rather than to contemporary popular fiction. Thus, the literary tastes of the older generation of Russian intellectuals are being preserved by the younger generation. (Contains 5 tables and 11 notes.) [This article was translated by Kim Braithwaite.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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