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In this study, I examined the lived experiences of African American students who studied abroad in Ghana, West Africa. I used two theoretical frameworks. The first, Racial Identity Development (RID) filtered through the Multidimensional Model of Racial Identity (MMRI) as the conceptual model developed by Sellers, Smith, Shelton, Rowley, and Chavous (1998). In addition, Transformative Learning Theory (TLT) helped explain how adults reinterpret their worldview through a combination of reflection and dialogue (Mezirow, 1991). The primary research question for this study was: What are the racialized experiences of African American studies who studied abroad to Ghana, West Africa? This was a phenomenological case study design. Thirteen participants were interviewed using a modified approach of the Seidman's (2013) model as the method of inquiry and technique for data collection. Qualitative methodology revealed six major themes which became evident and accounted for the participant's experiences: (a) Ghana Mattered - Past, Present and Future; (b) Racial Realities; (c) Connections; (d) Impacts of Slavery; (e) Personal and Social Transformation; and (f) Value of Heritage Experiences. There were two primary results. First, there is value in sharing the experiences of African American students who studied abroad in Africa by understanding how to make meaning of their experiences. Second, the study revealed that these opportunities further support the belief that heritage experiences matter, and that people want to know who they are, where they are from, and what stories to tell from their own cultural imprints. Therefore, I conclude that these cultural and heritage experiences are a basic human need and should be valued and shared as a valid reason to study abroad.
A New York Times Notable Book of the Year From the author of The Discoverers and The Creators, an incomparable history of man's essential questions: "Who are we?" and "Why are we here?" Daniel J. Boorstin, the bestselling and Pulitzer Prize-winning author of The Americans, introduces us to some of the great pioneering seekers whose faith and thought have for centuries led man's search for meaning. Moses sought truth in God above while Sophocles looked to reason. Thomas More and Machiavelli pursued truth through social change. And in the modern age, Marx and Einstein found meaning in the sciences. In this epic intellectual adventure story, Boorstin follows the great seekers from the heroic age of prophets and philosophers to the present age of skepticism as they grapple with the great questions that have always challenged man.
This collection - the second of a three-volume study - examines the roots of the artistic, literary and cultural renaissance of Sufism from the 12th to the 15th centuries. It includes essays on Rumi's poetry and imagery; Sufi music and the idea of ecstacy; sainthood and Neoplatonism; comparative metaphysics and literature; and unity of religion theory in Sufi philosophy.
This book examines how the unique perspectives of BIPOC faculty and students must be integrated into the undergraduate curriculum to expose students of color to education abroad experiences, enhance cultural awareness and sensitivity, and lend to a broader diversity and inclusion perspective. This edited volume, written by authors of color, argues that education abroad programs not only provide essential academic and cultural enrichment but can also be an important nexus of innovation. When approached within a creative, interdisciplinary, and holistic framework, these programs are ripe with opportunities to engage various constituencies and a potent source of strategies for bolstering diversity, recruitment, retention, and graduation. Despite a tendency to view study abroad as a luxurious option for persons with wealth and means, the editors and their authors argue that global education should be thought of as a fundamental and integral part of higher education, for all students, in a global era.
Your Heritage Will Still Remain details how Mississippians, black and white, constructed their social identity in the aftermath of the crises that transformed the state beginning with the sectional conflict and ending in the late nineteenth century. Michael J. Goleman focuses primarily on how Mississippians thought of their place: as Americans, as Confederates, or as both. In the midst of secession, white Mississippians held firm to an American identity and easily transformed it into a Confederate identity venerating their version of American heritage. After the war, black Mississippians tried to etch their place within the Union and as part of transformed American society. Yet they continually faced white supremacist hatred and backlash. During Reconstruction, radical transformations within the state forced all Mississippians to embrace, deny, or rethink their standing within the Union. Tracing the evolution of Mississippians' social identity from 1850 through the end of the century uncovers why white Mississippians felt the need to create the Lost Cause legend. With personal letters, diaries and journals, newspaper editorials, traveler's accounts, memoirs, reminiscences, and personal histories as its sources, Your Heritage Will Still Remain offers insights into the white creation of Mississippi's Lost Cause and into the battle for black social identity. It goes on to show how these cultural hallmarks continue to impact the state even now.
Rarely accessible beyond the limits of its people, Ojibway mythology is as rich in meaning and mystery, as broad, as deep, and as innately appealing as the mythologies of Greece, Rome, Egypt, and other civilizations. In Ojibway Heritage, Basil Johnston sets forth the broad spectrum of his people’s life, legends, and beliefs. Stories to be read, enjoyed, dwelt on, and freely interpreted, their authorship is perhaps most properly attributed to the tribal storytellers who have carried on the oral tradition which Basil Johnston records and preserves in this book.
Explores Western and Muslim scholarship on multiple aspects of the Twelver Shi’ite tradition.
How does it feel to be a castaway in the UK today? Our latest book is based on interviews with refugees and asylum seekers living in Brighton and East Sussex, and the people who work with those communities. It tells their stories, in their own words. The Castaway Heritage Project was made possible through the generosity of the Heritage Lottery Fund and the support of those involved.
This practical resource for principals and school leaders provides guidance on how to develop schools into places of belonging for all children, especially children of refugee and asylum-seeker backgrounds. It demonstrates the need for school leaders to be informed, reflective individuals and highlights the role that leaders can play in a school culture that provides a safe place and effective educational opportunities for these students. Written in an accessible manner, each chapter includes a summary of theory and vignettes from school leaders that outline approaches, challenges, critical reflections and suggestions for how their experiences can be adapted to other contexts. Principals' voices and experiences from across the globe are included, representing a range of school levels including primary and secondary, large and small enrolments, religious and public, and urban and rural settings. This book is intended for use in schools by school principals and aspiring school leaders, and by educational professionals engaged in supporting schools with students with refugee backgrounds.