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El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
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In: Global Tides (2022)
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Tipps für Deutsch als Fremdsprache Online. Deutsch als 1. und 2 Fremdsprache. Deutsch B, Deutsch C Onlinematerial für den Unterricht
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Tipps für Deutsch als Fremdsprache Online. Deutsch als 1. und 2 Fremdsprache. Deutsch B, Deutsch C Onlinematerial für den Unterricht
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Tipps für Deutsch als Fremdsprache Online. Deutsch als 1. und 2 Fremdsprache. Deutsch B, Deutsch C Onlinematerial für den Unterricht
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Tipps für Deutsch als Fremdsprache Online. Deutsch als 1. und 2 Fremdsprache. Deutsch B, Deutsch C Onlinematerial für den Unterricht
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| 10 |
Un rompecabezas americano: la identidad y los escritores hispanos en Estados Unidos
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In: Graduate Theses and Dissertations (2021)
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| 11 |
One World, One Purdue: Implementing Successful Intercultural Collaboration at Purdue University
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In: Purdue Journal of Service-Learning and International Engagement (2021)
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On the Struggles and Experiences of Southeast Asian American Academics
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In: Journal of Southeast Asian American Education and Advancement (2021)
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| 13 |
Die Personennamen in DaF-Lehrwerken : eine diachronische Analyse ; Personal names in DaF (German as a foreign language) textbooks : a diachronic analysis
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Knechtel, Luisa. - : Justus-Liebig-Universität Gießen, 2021. : FB 05 - Sprache, Literatur, Kultur. Germanistik, 2021
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| 14 |
An Overview of Life and Works of Jami & His Perception of Love
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In: Journal of Islamic and Middle Eastern Multidisciplinary Studies (2021)
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LatinX Diversity Officers in Higher Education: Capacitating Cultural Values as Champions of Equity, Diversity, and Inclusion
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In: All Antioch University Dissertations & Theses (2020)
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Abstract:
The purpose of this research study is to share scholarly data that may assist in the recognition and cultural understanding of LatinX Chief DOs in higher education institutions. This multi-phase, qualitative study critically considers the participants’ sociopolitical, psychological, and, cultural situated-ness as equity, diversity, and inclusion (EDI) leaders in higher education institutions (HEIs). Despite the psychological stressors, the participants described how and why they are energized by their commitment to creating change as social justice campeonas (champions). This study explains why LatinX DOs leading EDI institutional change in the 21st century, places them in precarious sociopolitical circumstances. Cultural values are identified by the research study participants as foundational to their identity, sources of motivation, tenacity, and, strength for leading EDI, institutional change. An interpretive phenomenological analysis (IPA) methodology is applied to this study describing, interpreting, contextualizing, and gaining in-depth insights into specific concepts of the phenomena; of “being” LatinX DOs in HEIs leading EDI. Eight participants were identified through a purposive process. Referred to here as “co-researchers,” they engaged as experts of their own interpretations, and as narrators of their own stories. This study included non-Westernized epistemological and ontological perspectives. A hermeneutic, subjective-reflective process of interpretation explored the co-researcher's social, contextual, and cultural truths—the wholeness of their experiences. The co-researchers engaged in a multi-phase, qualitative study which included individual interviews, and, two facilitated focus groups held over multiple days. The co-researchers developed a co-constructed, collective narrative highlighting the urgency to interrupt and change oppressive patterns and behaviors in themselves, in their respective institutions, and, the communities to which they belong. The findings offer higher education leaders, and members of the dominant culture, deeply insightful, thought-provoking critiques. This study also demonstrated how leadership, social justice change, and cultural values are interrelated. Finally, this study emphasizes co-researchers’ lived experience and the belief that 21st-century leaders in higher education institutions must be based within and upon an EDI framework. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/
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Keyword:
and Multicultural Education; Bilingual; Cultural Responsiveness Relevance and Reinforcment; Diversity Officers; Education; Educational Leadership; Equity Diversity Inclusion Leadership; Focus Groups; Higher Education; Higher Education Institutions; Interpretive Phenomenological Analysis; Latina/o Studies; LatinX Cultural Values; Leadership Studies; Multilingual; Other International and Area Studies; Scholarly Personal Writing; Women's Studies
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URL: https://aura.antioch.edu/etds/551
https://aura.antioch.edu/cgi/viewcontent.cgi?article=1562&context=etds
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| 19 |
Tipps für Deutsch als Fremdsprache Online. Deutsch als 1. und 2 Fremdsprache. Deutsch B, Deutsch C Onlinematerial für den Unterricht
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Languages of Morocco
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In: University Honors Symposium (2020)
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