Including Indigenous Knowledge in Web-Based Learning

SUMMARY

This paper explores differences between Indigenous knowledge and Western/European ways of knowing, and considers the pedagogical implications for Web-based learning. Moving beyond a simple examination of the nature of Indigenous knowledge, this paper explores ways that “education” has been used by colonizers to subjugate Aboriginal peoples. Outlining ways to avoid colonization, this paper contends that rather than simply being sensitive to the nature of Indigenous knowledge when designing Web-based education, instructors need to be sensitive to ways Western/European knowledge subjugates other forms of knowledge by situating itself as “the” way of knowing rather than “a” way of knowing.     

Indigenous and gendered persons and peoples in business ethics education: Intersections of Indigenous wisdoms and de Beauvoirian existentialism

The purpose of this paper is to explore how business ethics textbooks include Indigenous and gendered persons and peoples and whether they acknowledge Indigenous philosophies and theories. We explore 363 cases from eighteen (18) business ethics textbooks. A form and theme based content analysis was employed to help us better understand the inclusion, obfuscation and omission of Indigenous and gendered persons. A purpose of business ethics education is to disrupt injustice and oppressive practices in business. We find that business ethics education can provide more inclusive and respectful cases as it relates to Indigenous and gendered characters. There are cases that marginalize, obfuscate and omit Indigenous peoples, females, and gender diverse persons. This study contributes to diversity scholarship by identifying ways in which Indigenous and gendered persons and peoples can be included in management and business ethics education.     

Toward a Multisited Ethnography of the Zimbabwean Diaspora in Britain

Classical diaspora scholars have constructed diasporic identities in essentialistic and unitary fashion, with phrases like the “Jewish identity,” “Palestinian identity,” and “Irish identity” denoting migrants as homogeneous ethnic communities. Using the author's multisited ethnographic research among Zimbabweans in Britain, the article explores the diverse ways in which diasporic identities are performed, expressed, and contested in Britain. On the basis of data from a pub, a gochi-gochi (barbecue) and the Zimbabwe Vigil, this article argues that the concept of diaspora, by emphasizing a static and singular conception of group identity, removes the particular ways in which diasporic life is experienced. The ethnographic “sites” were chosen to highlight different geographic settings to show the contrast between multicultural global cities and how different spaces of association attracted distinctive diasporic communities of race, ethnicity, gender, class, and legal status. The article identifies a pattern of diasporic identity development that largely uses the homeland as a frame of reference, and this is contrasted with alternative, hyphenated identities that challenge the fixation of identities to a specific place. It can be suggested that these diasporic identities are bottom-up forms of resistance to the institutionally ascribed refugee identity, perceptions of blocked social mobility, racism, and discrimination in the hostland.     

“Priestesses unto the Most High God”: Gender,Agency, and the Politics of LDS Women’s Temple Rites

This study builds upon previous research on religious women’s agency by drawing from in-depth interviews with active Latter-day Saint (LDS) women to examine the interconnections among LDS temple initiatory rituals, religious identity, and institutional patriarchy. Interviews reveal the ways in which the women in this study used ritual movements, vestments, and symbols to challenge Mormon patriarchy and reimagine themselves as “priestesses unto the Most High God.” The women forged oppositional identities not through resistance but through observance. Despite the construction of these alternative identities, their stories highlight the diverse mechanisms through which the LDS Church appropriates, manages, and suppresses women’s priestess beliefs and identities in ways that maintain the patriarchal organization of the Church. Mechanisms, including the pervasive culture of shaming, silencing, and disciplining LDS women, are explored and implications for the sociology of religion are discussed.     

Religion and Non‐traditional Families in the United States

Family forms that have historically been considered “nontraditional” and even “transgressive” are becoming increasingly accepted in the United States, bringing the United States into greater conformity with other western nations. The United States is still unique, however, in that religion continues to play an exceptionally powerful role in shaping Americans' perceptions of and engagement in non‐traditional families. Focusing our attention on same‐sex and interracial families specifically, we consider the recent work on how religion serves to stimulate and justify opposition or (in a minority of instances) support for such families. We contend that studies typically limit their focus to the cognitive aspects (beliefs, ideologies, identities, schemas, salience, etc.) of religion, while often ignoring the influence of religion's more structural aspects in shaping Americans' relationship to non‐traditional families. Given that religion impacts Americans' approaches to family formation at the micro, meso, and macro levels, we propose a more Durkheimian perspective on the topic, one that synthesizes social psychological and structural frameworks in future studies, thus allowing for a more comprehensive understanding of religion's evolving role in American family formation. We also call for more attention to how religion shapes the functioning of non‐traditional families.     

Warriors and Terrorists: Antagonism as Strategy in Christian Hardcore and Muslim “Taqwacore” Punk Rock

This article contributes to new scholarship in the sociological study of religion, which looks at how people define and communicate religion in secular spheres. I show how U.S. Christian Hardcore and Muslim “Taqwacore” (taqwa means “god consciousness” in Arabic) punks draw on the tools of a punk rock culture that is already encoded with its own set of symbols, rituals and styles to: 1) understand themselves as religious/punk and 2) express religion in punk rock environments. I find that both cases draw on a punk rock motif of antagonism—oppositional attitudes and violent rituals and symbols—to see themselves as religious/punk and express religion in punk in different ways. Christian punks use this motif to condemn other Christians for denouncing punk and create space for Protestant evangelical Christianity in punk. Taqwacores use this motif to criticize Islam for its conservatism as well as non-Muslims for stereotyping Muslims as religious fanatics. In the process, Taqwacores build a space for alienated brown youth who exist on the margins of mainstream American culture and traditional Islam.     

LIVED HYBRIDITY: SECOND-GENERATION IDENTITY CONSTRUCTION THROUGH COLLEGE FESTIVAL

Recent research suggests that the children of recent immigrants, the so-called second generation, no longer choose to emphasize one identity over the other but that their identities are more fluid and multifaceted. College campuses are often the arenas in which a new hybrid identity develops. This article addresses how South Asian American college students make sense of and control their various identities through the celebration of Diwali, an event sponsored each year by the Indian Students Association (ISA) on a college campus in the Dallas-Fort Worth metropolitan area. South Asian students use performative space to help them make sense of their backgrounds in ways that both differentiate them from and allow for association with the majority student population. They also use this space as a safe place for “coming out,” that is, for communicating their hybrid identity to their parents. This hybrid identity is expressed through a discourse of “brownness” that marks something distinctive and that reflects the process by which the children of immigrants choose among a range of identities to create integrated selves. The campus Diwali festival is the expression of those selves.     

Catholic Civics Education in the Early Cold War: Zeal for Democracy,Zeal for Christ

In the late 1940s and 1950s American Catholic educators faced the dilemma of how to transmit Catholic faith and culture to the next generation while also reassuring their non-Catholic neighbors that they were fully American in lifestyle and loyalties. This article examines one response to that dilemma: the convergence of public and Catholic school civics curricula through the widespread use of experiential pedagogy in Catholic civics education. Using a content analysis of civics textbooks and teacher's guides from both school systems, this article demonstrates how both kinds of schools converged on an experiential style of civics education, despite vocal opposition to “progressive” pedagogy at elite levels of Catholic educational discourse. The article then presents a partial explanation for this dissonance, demonstrating the moral certainty exhibited in the same Catholic-school textbooks, and suggesting that Catholic educationists understood American Catholics to be morally privileged in a way that gave them special insight into American democracy and protected them from the negative influences of secular educational philosophy. This case study speaks to larger questions of how organizations manage conflicts between abstract principles and practical action, and suggests the value of including religious schools in the sociological study of “loose coupling” in educational organizations.     

Resettlement and Border Crossing: A Comparative Study on the Life and Ethnicity of Vietnamese in Australia and Japan

Abstract: This paper deals with the life world and ethnic identity of Vietnamese residents who entered and settled in Australia and Japan as refugees after the end of the Vietnam War. It focuses on how social and cultural conditions in the host countries and global influences affect the lives of overseas Vietnamese and consequently transform their ethnic identities. Through this comparative research study conducted in Australia and Japan, I have focussed on Vietnamese religion, social networks, perceptions of the homeland and the host country, notions of Vietnamese identity between generations, and images of Vietnamese in the media of the host country. I explore the features of each host society in accepting refugees and also the commonalities and differences in how the overseas Vietnamese construct their life world and ethnic identity. I also discuss the “location of Vietnamese identities” in Australia and Japan. I will also rethink the meaning of “settlement” and “crossing borders” related to the politics of Vietnamese identities that confirm the importance of investigating the effects of displacement on the life of the Vietnamese diaspora in contemporary world context.     

Queers,Bullying and Schools: Am I Safe Here?

SUMMARY

This article reports on interviews conducted with students and educators in various Toronto-area high schools in an attempt to gauge how and to what extent so-called “formal” law (laws, policies, regulations) interacts with other, sometimes, competing normative orders, such as gender codes, sexuality, race, religion, in the educational setting. This approach is necessary to understand how anti-harassment and anti-homophobia policies are complicated by these other regulating influences.     

Schools as “Really Dangerous Places” for Indigenous Children and Youth: Schools,Child Welfare,and Contemporary Challenges to Reconciliation

The Truth and Reconciliation Commission of Canada (TRC) final report called attention to the damage induced by government policies and practices and outlined a pathway toward reconciliation in which education and child welfare system reforms play a central role. Drawing from 61 interviews with teachers and parents of Indigenous children in Alberta, this paper addresses the question: what do intersections between schooling and child welfare systems contribute to prospects for meaningful reconciliation between Indigenous and non‐Indigenous people in Canada? Findings suggest that, despite formal commitments to acknowledge and address colonial legacies of residential schooling, obligations to fulfill state child welfare and educational objectives continue to situate schools, for many Indigenous families, as “dangerous places.”     

Shifting Worlds of Strangers: Medium Theory and Changes in “Them” Versus “Us”*

Macrolevel analyses of the influence of different communication technologies are more difficult to test and apply than the results of focused studies of particular media messages. Nevertheless, “medium theory” is of potentially great significance because it outlines how media, rather than functioning simply as channels for conveying information between two or more social environments, are themselves social contexts that foster certain forms of interaction and social identities. This article uses a medium-theory perspective to address one variable related to “technological communities”—the changing boundaries between “them” and “us.” The ways in which oral, print, and electronic modes of communication each foster a different balance between strangers and “familiars” are outlined.     

Style and Language Use among Youth of the New Immigration: Formations of Race,Ethnicity, Gender,and Class in Everyday Practice

In this article I consider “style” as a linguistic and cultural concept that can demonstrate how identities performed through language use are linked to topics of central concern in studies of immigrant youth, including racial and ethnic formation, generational cohorts, acculturation, assimilation, and gender. I draw on anthropological and sociolinguistic approaches to style not generally considered in migration studies and present ethnographic data of two cliques of Desi (South Asian American) teens in a Northern California high school. I argue that analyses of youth style can substantially complicate assimilation frameworks by highlighting the ways in which young peoples' linguistic practices may not fit neatly into commonly used analytical categories of “immigrant” and “American.” Focusing on how political economy and local histories inform power and difference that shape migration experiences for youth, the article moves beyond routinely examined areas of heritage language retention and loss to analyze the significance of youth performances of heritage languages as well as English.     

Spirituality,Religion, and Social Work

Abstract

Social work scholars and practitioners have approached the question of how to integrate religion and/or spirituality into their profession in one of four typical ways: (1) resistance or avoidance; (2) an overly-generalized syncretism; (3) radical separation of the terms spirituality and religion; or (4) a genuinely interdisciplinary conversation between the disciplines of social work and religious studies. This latter approach not only identifies social work's conflictual founding legacy, but also recognizes broader contemporary intellectual traditions which do not easily separate “religion” from “spirituality.” Such awareness and common grounding allow social work to more substantively and creatively partake in cross-disciplinary research and discussion.     

Indigenous perspectives for strengthening social responses to global environmental changes: A response to the social work grand challenge on environmental change

ABSTRACT

The “Grand Challenges for Social Work,” is a call to action for innovative responses to society’s most pressing social problems. In this article, we respond to the “Grand Challenge” of Creating Social Responses to a Changing Environment from our perspective as Indigenous scholars. Over the last several decades, diminishing natural resources, pollution, over-consumption, and the exploitation of the natural environment have led to climate change events that disproportionately affect Indigenous peoples. We present how environmental changes impact Indigenous peoples and suggest culturally relevant responses for working with Indigenous communities. We propose a decolonizing cyclical, iterative process grounded in Indigenous Ways of Knowing.     

Productive Wordbuilding with the Russian Root «oó3» in Everyday,Technical and Religious Contexts

One of the best ways for intermediate students of Russian to learn vocabulary effectively is to focus their attention on word roots. One root which is very productive but largely ignored by authors of Russian language textbooks is “obraz.” In everyday language it translates to “form” or “shape.” However, this root is unique in that it has a separate life in literary, technical and religious contexts where it acquires the meaning of “image,” “manner,” and “icon” respectively. When “obraz” is combined with various prefixes, its usefulness in terms of vocabulary development becomes even more evident. The author compiles a list of fifty words derived from the basic root, creating a paradigm for students in their pursuit of vocabulary competency in Russian. The conclusion is that more roots need to be identified and transfered to students so that their ability to read unadapted Russian texts will occur with greater rapidity and expediency.     

White Universal Identity as a “Sense of Group Position”

This article seeks to expand upon Blumer's “Race Prejudice as a Sense of Group Position.” I argue that Blumer's group position model invites us to critically consider the role that dominant group identity and “threats” to identity play in reproducing racial inequalities. Identities seat both material and ideal concerns, and white identities, in particular, may provide “ontological security” that whites will defensively protect. I draw on ethnographic research conducted in 1994–96 in two demographically distinct high schools. Young whites in both schools expressed identities that positioned them as “universal,” and they responded reactively, even prejudicially, when their universal group position was threatened.     

Spirituality and social work practice at historically Black colleges and universities

ABSTRACT

In 2011 the Council on Social Work Education Religion and Spirituality Work Group was organized “to promote social workers’ knowledge, values, and skills for ethical and effective practice that takes into account the diverse expressions of religion and spirituality among clients and their communities.” In this article we discuss how the mission, charters, and goals of historically Black colleges and universities (HBCUs) addressed the domains of religion and spirituality from their inception. More specifically, the focus of this discussion is the epistemology of spirituality and religion at HBCUs from historical and contemporary perspectives. Content on the exploration of the related themes, religion and spirituality, as manifested in the curriculum, cultural milieu, and social environment of HBCUs will be described. Additionally, we document the role and influence of the African American community, church, and political insurgency. These forces, coupled with the inability or unwillingness of established social service agencies and other social institutions to address issues of inequality and marginalization of African Americans, influenced the essence of the content offered in HBCU schools of social work. Spirituality, advocacy for material aid, and critical race theory are themes that were prevalent in HBCUs curriculum. Finally we show that this “unique HBCU curriculum” was brought about primarily by environmental factors such as racism, segregation, and financial uncertainty, leading to what Du Bois referred to as a double-consciousness.     

From “Swinging Hard” to “Rocking Out”: Classification of Style and the Creation of Identity in the World of Drumming

This article takes a social constructionist approach to the study of a seldom considered subculture—the “world” of drumming. I describe this subculture from both the “etic” and “emic” perspectives, showing how drummers and drumming are perceived and experienced by the musicians themselves (insiders) as well as the “outside” public. The main focus is on the drummers' intersubjective “mental maps” of their world, specifically exploring how they create musical and personal identities by adhering to a rigid classification scheme surrounding “styles” of drumming. I demonstrate how drummers use drumming equipment, personal appearance, education, and “purist” attitudes to separate styles of drumming and to construct distinct social selves. Of special interest is how drummers are cognitively socialized into “thought communities” which teach and reinforce attitudinal and behavioral norms. I conclude with a discussion of the possibilities of applying my analytical framework to other worlds of music and art, as well as some forms of occupational and avocational specialization.