Full Description
Since 2020, there have been various calls to action in the instruction of East European and Eurasian Languages to address the predominantly white demographics in the fields of Slavic and Eurasian studies and long-standing disparities in access and opportunities for students of the global majority. Despite these acknowledgements and drive to change the nature of the field, there persists a great deal of investigation and interrogation needed to realize the potential benefits of the inclusive East European and Eurasian language classroom. Inclusive Strategies and Critical Pedagogies for East European and Eurasian Languages offers new pathways for affirming and representing diversity, both in the regions of inquiry and in classrooms.
Contents
Foreword
Thomas Jesús Garza, University of Texas at Austin
Critical Introduction
Sunnie Rucker-Chang, Ohio State University and Rachel Stauffer, Virginia Tech
Chapter 1
Decentralizing and Modernizing the Russian Language and Culture Curricula
Olena Chernyshenko, American University
Maria Bourlatskaya, University of Pennsylvania
Chapter 2
Textbook Examples of Color-Evasiveness in Teaching Russian: Moving the Profession toward Race-Consciousness
Rachel Stauffer, Virginia Tech
Jambul Akkaziev, University of Missouri
Chapter 3
Promoting Psychological Safety and Practicing Leadership Inclusivity in the SEEES Classroom
Kelly Knickmeier-Cummings, Howard University
Chapter 4
Equity-Minded and Inclusive Pedagogy: Modeling Social Action through the Genre of Grant Writing
Kelly Knickmeier-Cummings, Howard University
Chapter 5
Bridging Gaps in Multicultural Education to Grow the Field of Russian: Outcomes and Recommendations for a Certificate in Diverse and Inclusive Pedagogies
Rachel Stauffer, Virginia Tech
Jillian Costello, American Association of Teachers of Slavic and East European Languages
Chapter 6
The Goals and Challenges of Decolonizing Russian-Language Study Abroad: A Case Study from West Point
Carlotta Chenoweth, United States Military Academy West Point
Alexander Groce, United States Military Academy West Point
John Pendergast, United States Military Academy West Point
Chapter 7
Centering University Russian Heritage Learners as Multilinguals and Multiculturals through Translanguaging: An Inclusive and Culturally Sustaining Approach to Promote Heritage Learner Hybrid Identities
Natasha Dame, University of Southern California
Matthew Dame, University of Southern California
Chapter 8
Who Are(n't) Our Students? The Gender and Ethnoracial Distribution of US Bachelor's Degrees in Russian and Literature over Twenty Years, from 1999-2000 to 2018-2019 [Reprint]
Dianna Murphy, University of Wisconsin, Madison
Hadis Ghaedi, University of Wisconsin, Madison
Index
