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Global Young Adult Literature in the Classroom: The Benefits of Introducing Global Texts to High School Students

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The changing student demographics of schools in the US offer opportunities to introduce new curriculum. Schools are seeing an increase in the diversity within classrooms, including an increase in the amount of students from other countries. This project discusses the

The changing student demographics of schools in the US offer opportunities to introduce new curriculum. Schools are seeing an increase in the diversity within classrooms, including an increase in the amount of students from other countries. This project discusses the potential benefits of introducing four specific Global Young Adult novels to high school classrooms in hopes of achieving a more culturally-responsive classroom. These novels include: Purple Hibiscus by Chimamanda Ngozi Adichie, Now Is the Time for Running by Michael Williams, Climbing the Stairs by Padma Venkatraman, and The Red Umbrella by Christina Gonzalez. As there are many arguments for Global YA Literature, this project focuses on the themes of the novels and the implications for the classroom. From a thematic approach, these four novels offer insight into the fluid nature of culture, as the characters must balance different identities as they move around the world. These themes can be used to create dialogue between students on cultural identity and how cultural surroundings affect their identities. These novels can also give students a more empathetic approach as they encounter cultural differences, creating a better community within the classroom.

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2015-12

Barriers to Refugee Participation in Higher Education: A cross-national solution to enhance English acquisition for refugees in Israel

Description

In this formative research project, we seek to better understand the general barriers to refugee access to higher education. Using mixed methods research--which included surveys, interviews, and course data--we evaluate the benefits and challenges experienced by refugee students in Israel

In this formative research project, we seek to better understand the general barriers to refugee access to higher education. Using mixed methods research--which included surveys, interviews, and course data--we evaluate the benefits and challenges experienced by refugee students in Israel who are enrolled in Arizona State University's Education for Humanity programs. In the end, this case study resulted in 24 recommend programmatic changes designed to eliminate the barriers that prevent refugee students from accessing and succeeding in higher education.

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2021-05

Barriers to Refugee Participation in Higher Education: A cross-national solution to enhance English acquisition for refugees in Israel

Description

In this formative research project, we seek to better understand the general barriers to refugee access to higher education. Using mixed methods research--which included surveys, interviews, and course data--we evaluate the benefits and challenges experienced by refugee students in Israel

In this formative research project, we seek to better understand the general barriers to refugee access to higher education. Using mixed methods research--which included surveys, interviews, and course data--we evaluate the benefits and challenges experienced by refugee students in Israel who are enrolled in Arizona State University's Education for Humanity programs. In the end, this case study resulted in 24 recommend programmatic changes designed to eliminate the barriers that prevent refugee students from accessing and succeeding in higher education.

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Created

Date Created
2021-05