http://hdl.handle.net/1920/2883 Search the Channel search http://digilib.gmu.edu:8080/dspace/simple-search http://hdl.handle.net/1920/2940 Title: Teachers' Discoveries of Their Cultural Realms: Untangling the Web of Cultural Identity<br/><br/>Authors: Ndura, Elavie<br/><br/>Abstract: Educators need to explore and understand theirown cultural identities before they can comprehendand appreciate their students* cultural backgrounds.In this article, the author presents thefindings from a qualitative study that investigatedin-service teachers1 awareness of and characterizationof their culture. She also discusses the importanceof affording educators opportunities toreflect on and make the connection between cultureand their worldview. The author concludes byrecommending useful and practical next stepsonce teachers have a better understanding of theircultural identities.<br/><br/>Description: Please contact publisher for further reprinting or re-use. Thu, 01 Jan 2004 00:00:00 GMT http://hdl.handle.net/1920/2938 Title: Transcending the majority rights and minority protection dichotomy through multicultural reflective citizenship in the African Great Lakes region<br/><br/>Authors: Ndura, Elavie<br/><br/>Abstract: In this paper, the author examines how colonial racist policies and western-bound post-colonialeducational practices have contributed to the recurring ethnic conflicts in the Great Lakes regionof Africa. After defining democracy and reflective citizenship within the African context, shediscusses how teachers' roles should be redefined and pedagogy revamped within a multiculturalperspective in order to prepare students to become reflective citizens who are empowered toreframe interethnic relations in the region beyond the pervasive majority rights and minorityprotection discourse.<br/><br/>Description: The definitive version of this document can be found here: http://www.informaworld.com/smpp/content~content=a747660641~db=all~order=pageThis document was created using OCR technology, and may contain minor discrepancies from the published document. Mon, 01 May 2006 00:00:00 GMT http://hdl.handle.net/1920/2933 Title: Western education and African cultural identity in the Great Lakes region of Africa: A failed case of globalization<br/><br/>Authors: Ndura, Elavie<br/><br/>Abstract: The purpose of this paper is to discuss the identity crisis that hasresulted from the Western-bound educational system prevalent in theGreat Lakes region of Africa, particularly in Burundi, the DemocraticRepublic of Congo (DRC), and Rwanda. Four main points will guide thediscussion. First, I will argue that Western-bound education is an overttool of assimilation. Second, I will relate Western assimilation to the pervasive African identity crisis. Third, I will discuss the destructive dividebetween the educated elite and the illiterate masses. Fourth, I will proposestrategies for reclaiming the African spirit of empowerment. The paperwill conclude with some general reflections and recommendations.<br/><br/>Description: The definitive version is available at www.blackwell-synergy.com. http://www.blackwell-synergy.com/doi/abs/10.1111/j.1468-0130.2006.00345.x Sun, 01 Jan 2006 00:00:00 GMT http://hdl.handle.net/1920/2931 Title: Book review: From digital divide to digital opportunity by Appu Kuttan and Laurence Peters<br/><br/>Authors: Ndura, Elavie<br/><br/>Abstract: ABSTRACT. This article reviews the book From Digital Divide to DigitalOpportunity, byKuttan and Peters (2003). After providing a brief summary ofthe authors’ backgrounds, the reviewer presents a systematic overview ofthe book’s six chapters and accompanying CD. She concludeswith an overallassessment of the book content as it relates to issues of equity and social justice.[Article copies available for a fee from The Haworth Document Delivery Service:1-800-HAWORTH. E-mail address: <docdelivery@haworthpress.com>Website: <http://www.HaworthPress.com> © 2003 by The Haworth Press, Inc. Allrights reserved.] Wed, 01 Jan 2003 00:00:00 GMT http://hdl.handle.net/1920/2899 Title: ESL and cultural bias: An analysis of elementary through high school textbooks in the Western United States of America<br/><br/>Authors: Ndura, Elavie<br/><br/>Abstract: The content of instructional materials significantly affects students’ attitudes and dispositions towards themselves, other people and society. This is particularly so with students of English as a Second Language (ESL) whose success in a new environment is conditioned not only by their mastery of the new language, but also, and especially, by their ability to negotiate the new culture. Building on the argu- ment that learning a second language cannot be separated from the acquisition of the culture that it embodies, this paper argues that the design and adaptation of ESL textbooks and other instructional materials should reflect multiple perspectives inherent to a pluralistic society in order to engage students in a process of uncover- ing and confronting cultural biases and facilitate intercultural learning. The paper presents the findings from an examination of selected ESL textbooks for stereotypes and other cultural biases and discusses the potential impact of these biases on students. It posits that instructional materials that do not integrate students’ diverse life experiences in the teaching and learning process fail to empower them to ident- ify the missing, misconstrued and misrepresented voices. The paper suggests five strategies for dealing with stereotypes and other cultural biases in ESL textbooks and other instructional materials. Thu, 01 Jan 2004 00:00:00 GMT