Mexican Americans were legally defined as Whites as a result of treaty obligations with Mexico that expressly allowed Mexicans to become U.S. citizens. Federal laws of the time required that an alien be White to become a U.S. citizen. The government of Mexico and the U.S. Department of State pressured the U.S. Census Bureau to reclassify Mexican…

This paper explores aspects of Indigenous knowledge on several levels and examines the role of Indigenous knowledge in Indigenous empowerment as the number and influence of Native people in academia increases. Indigenous peoples worldwide have a common set of assumptions that forms a context or paradigm--a collective core of interrelated…

A study examined the verbal (Chinese and English) self-concepts of 274 university students in Hong Kong 3 months after the end of the colonial era. The students' self-concepts in Chinese, their native language (L1), and in English, a second language (L2), were measured by two domain-specific academic self-concept scales, and were found to be two…

This paper examines aspects of leadership in four Canadian and U.S. organizations that provide justice-related services to Indigenous people, focusing on the influences of culture and colonial legacy on Indigenous leadership. Located in western Canada and the Southwest United States, the agencies provide culturally sensitive and knowledgeable…

Kingston, capital of Jamaica, has been molded by three institutions: colonialism, the sugar plantation, and slavery. It has an enormous marginal population living in permanent poverty and not absorbable into the labor force. This marginality, fundamentally related to dependent capitalism, sustains itself by keeping wages low. (CS)

Examines the literacy program in Cape Verde against theories of cultural production and reproduction. Argues that the use of Portuguese rather than the Capeverdean dialect reproduces a colonial, elitist mentality, and that functional literacy in Portuguese fails to provide Capeverdeans with opportunities for critical reflection and social…

It has been assumed that colonial schooling systems were always poor quality reproductions of the educational system in the colonizing (metropolitan) power. This paper compares the structures and curricula of colonial and metropolitan schools, finding not a reproduction, but a hierarchy, with the metropolitan school on top. (SJL)

Examines the intellectual arguments and thinking that might have accorded primacy to English in Trinidad and Tobago in the colonial period, and the ways in which formal schooling inculcated and imposed English. Draws on school records and evaluations of the curriculum and student performance to analyze how managers policed the English-language…

Presents a lesson focusing on the history of slavery. Compares two systems of slavery in North America to teach students about slavery within and outside of the United States. States that the lesson uses the "Code Noir" to help students understand the similarities and differences between the systems. (CMK)

Traces the history of institutionalized violence--both physical and symbolic--within American Indian education; the legacy of shame and guilt from the boarding school era, when oppression was internalized; and the relationship of such "mis-education" to the decline of Tlingit language and culture in southwestern Alaska. Discusses…

In discussing his work and teaching in Appalachian Studies, Dwight Billings emphasizes the need to recognize the diversity of Appalachia and understand Appalachian Studies in relation to social, economic, cultural, and political developments around the world. Appalachia has much to offer others in terms of postcolonialism and the ways that people…

Examines the methodology used in the teaching of foreign languages in the Anglophone Caribbean. Although the methodology most widely used has been the grammar-translation method, there has been a shift to a more communicative methodology based on a notional-functional approach. The language situation here reflects the social and political…

Describes the role of the British and Foreign School Society in organizing and administering schools for elementary students during the period of British colonial rule in India, Ceylon, Malaya, and the East Indies. Discusses the importance of religious factors and the influences of missionaries as teachers and administrators. (CFR)

Contends that sociologists confront criticism of the nature and ends of sociological research and ethical dilemmas in the study of social problems and people. Provides suggestions for ending neocolonial attitudes among social science researchers. (CFR)

Traces the transformation of Subsaharan Africa during the last 35 years. Contends that the domino effect hastened decolonization and increased polarization within South Africa. Argues that modernization is taking place only in South Africa's core and that the geopolitical framework appears stable but may collapse from within. (NL)