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Building positive identity for Mexic...

Galvez-Hard, Elizabeth.

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Building positive identity for Mexican indigenous students in California schools: A participatory research study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Building positive identity for Mexican indigenous students in California schools: A participatory research study./
作者:	Galvez-Hard, Elizabeth.
面頁冊數:	176 p.
附註:	Adviser: Susan Katz.
Contained By:	Dissertation Abstracts International67-10A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3238245
ISBN:	9780542925856

Building positive identity for Mexican indigenous students in California schools: A participatory research study.
Galvez-Hard, Elizabeth.

Building positive identity for Mexican indigenous students in California schools: A participatory research study. - 176 p.

Adviser: Susan Katz.

Thesis (Ed.D.)--University of San Francisco, 2006.

Statement of the problem. Language loss among indigenous families from Oaxaca, Mexico, creates a moral challenge for progressive educators teaching in California schools. The United States has not been a country known for embracing a pluralistic view in education, or for promoting multilingualism, even though people arrive daily from every corner of the world. According to Skutnabb-Kangas (2000) linguicism calls for human linguistic rights. It is imperative for educators to contribute to cultural preservation in maintaining their students' home languages, their culture, and the identity issue attached to language.

ISBN: 9780542925856Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Building positive identity for Mexican indigenous students in California schools: A participatory research study.
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100 1 $a Galvez-Hard, Elizabeth. $3 1294094
245 1 0 $a Building positive identity for Mexican indigenous students in California schools: A participatory research study.
300 $a 176 p.
500 $a Adviser: Susan Katz.
500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3686.
502 $a Thesis (Ed.D.)--University of San Francisco, 2006.
520 $a Statement of the problem. Language loss among indigenous families from Oaxaca, Mexico, creates a moral challenge for progressive educators teaching in California schools. The United States has not been a country known for embracing a pluralistic view in education, or for promoting multilingualism, even though people arrive daily from every corner of the world. According to Skutnabb-Kangas (2000) linguicism calls for human linguistic rights. It is imperative for educators to contribute to cultural preservation in maintaining their students' home languages, their culture, and the identity issue attached to language.
520 $a Procedures and methods. A pilot study took place primarily with a family from Oaxaca, Mexico. Three adults and two children were interviewed and videotaped at a dual immersion school. The positive impact this interview produced on the children and their families motivated the researcher to invite additional members of the same family to tell their story in this final participatory research. The study included interviewing five adults and five children, and observations of children at school for a period of two years.
520 $a Results. Teachers' unintentional lack of awareness of the presence of indigenous families was not fully known until the study took place at their dual immersion charter school in Spanish-English. Their receptiveness inspired the researcher to be part of opening a cultural resource center, a place where families attending this school, especially those identified as indigenous from Oaxaca, may continue to preserve their languages and culture and share it with students attending the school. Additionally, a matriculation form to identify students' home languages was updated as a result of this study.
520 $a Conclusions. Parents who migrate to this country sacrifice their native ways in order to provide a better future for their children, including the loss of languages and home culture. The loss of language separate children and adults, creating identity issues among family members and the school system. If this happens at a school where dual immersion in Spanish and English, and Mexican culture is celebrated, more awareness is needed among schools that do not embrace multiculturalism.
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