Globalizing Environmentalism: Immigrants in Maryland Share their Environmental Knowledge and Practices While Learning English

By Lori M. Edmonds.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper documents the results of a research study, which reveals future teachers’ views on diversity and social exclusion. It was conducted in an Education Department with an inclusive profile and it involved students from diverse groups, i.e., students from the mainstream, disabled students, and students from language minority groups. The present paper presents the analysis of a questionnaire, aiming at exploring the way the Department’s curriculum and policy affect the students’ construction of the issue of social exclusion. The paper discusses the students’ responses to eight questions that aim at revealing: their definitions of social exclusion, their experiences with socially excluded people, instances of exclusionary practice they may have experienced in the Department, their appraisal of social exclusion courses offered by the Department, as well as their suggestions for improving the content and implementation of these courses. Data analysis sheds light on the complexity of the task of dealing with the theory of social exclusion and social justice and helps to map our students’ perceptions of these issues beyond the level of professional assessment, so that possible gaps and misconceptions are identified and necessary changes in the offered program are attempted.

Keywords: Social Exclusion, Social Justice, Student Diversity

International Journal of Diversity in Organizations, Communities and Nations, Volume 8, Issue 5, pp.199-206. Article: Print (Spiral Bound). Article: Electronic (PDF File; 557.046KB).

Lori M. Edmonds

Student/Graduate Assistant, Language, Literacy, and Culture, University of Maryland Baltimore County, Baltimore, Maryland, USA

Lori Edmonds is a Ph.D. student of Language, Literacy, and Culture at the University of Maryland Baltimore County (UMBC). She has a Bachelor’s degree in Modern Language and Linguistics, with a Latin-American language and culture focus, and a Master’s degree in English for Speakers of Other Languages (ESOL) and Instructional Systems Design. She is currently teaching ESOL at UMBC and is working on a project that will train Maryland public school teachers to effectively teach English language learners (ELLs) in the content areas. Lori’s Master’s studies allowed her to build upon her earlier experiences working with underprivileged youth by teaching her how to begin to work toward solutions that promote equity in education. Toward this aim, Lori has completed projects that taught English through environmentalism to Hispanic adults and to ELLs at the secondary level. In addition to teaching English, the focus of these programs has been to empower immigrants in Maryland’s environmental community.

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