Kara D Brown
Biographic Data
| ID | 3638877 |
|---|---|
| NAME | Kara D Brown |
| GIVEN NAMES | Kara D |
| FAMILY NAME | Brown |
| SIGNATURE | BROWN K D |
| AFFILIATIONS | University of South Carolina |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
The Development of Specialised Foreign-Language Schools in Soviet Estonia: Creating a Paradox of Privilege
This article sheds light on a paradox in the Soviet educational landscape: the development of specialised foreign-language schools in the context of a purported egalitarian society. These schools endured, and even thrived, through the collapse of the Soviet Union. First, a historical overview for Soviet-era development of specialised-school policies is provided. Second, the development of these specialised schools both generally, as well as in th…
Marginalisation: Non-dominant language learning and teaching from a comparative perspective
This article interrogates the meaning of marginalisation by comparing two non-dominant language communities in Europe, and in particular their language education and teachers. An interdisciplinary exploration of the marginalisation leads the authors to identify key aspects and expressions of the concept. The authors illuminate these broad expressions of marginalisation in both the case of the Moldavian Csángó in Romania and the Võro in Estonia. T…
The Coral Way Bilingual Program Maria R. Coady (2019)
The Coral Way Bilingual Program Maria R. Coady (2019) Bristol: Multilingual Matters. Pp. 168 ISBN: 9781788924573 (hbk) ISBN: 9781788924566 (pbk) ISBN: 9781788924580 (ebook, PDF) ISBN: 9781788924597 (ebook, EPUB)
Vene keel kui ressurss Eestis
Russian as a resource in Estonia The article introduces a â resource perspectiveâ on the Russian language in contemporary Estonia and illustrates this concept by showcasing empirical findings from two recent research projects. To frame the article, we first review the literature on language policy processes relevant to these developments: Russification, the integration of the Russian-speaking population, and the commodification of the Russian lan…
Policy and pedagogical pliability: Enrichment in Võro-language revitalization in Estonia
This article explores policy and pedagogical pliability as strategies for perpetuating and protecting regional languages, like Võro, in the twenty-first century. The concept of pliability, as I develop it in this article, refers to the flexibility and adaptability of policies that are free from prescriptive and strict mandates. By examining this case from Estonia, I posit that the notion of enrichment plays a significant role in shaping the pliab…
Kas keelepoliitika keskmes peaks olema riik
Pragmaatiline algus? Keelepoliitika kui ühiskonnas keeli normaliseeriv, aga ka hierarhiseeriv tegevusvaldkond arenes välja XX sajandi pragmaatilisest vajadusest ehitada pärast ilmasõdasid ning impeeriumide lagunemist üles rahvusriigid. Kuigi lõviosas Euroopa rahvusriikides kõneldi mitut keelt, tekkisid need enamasti ühe keele baasil. Ühiskondlikku mitmekeelsust korraldavatest keeleteadlastest said koos majandus- ja õigusteadlastega olulised ühisk…
Internationalising colleges of education through the dialectic of the global and the local? A perspective and possible pathways from the American South
Most schooling disproportionately emphasises national affairs at the expense of more global and local phenomena. Students’ resulting nation bias can be resituated both internationally and more locally by integrating internationalisation policies with place-based education approaches, which help to illuminate these different levels and, particularly, the extensive and complex interconnections between them. This task is particularly critical for co…
The Story of the Baltic University: Merits, H. Director and Producer, 2015
The Globalizing Labor Market in Education: Teachers as Cultural Ambassadors or Agents of Institutional Isomorphism
Institutional isomorphists and other proponents of world culture theory argue that schools around the world are converging in many ways, whereas anthropologists and others question this conclusion, often arguing that local cultural differences belie superficial similarities. These viewpoints are not merely academic explanations of the spread and apparent convergence of education policies and practices around the world but are often present in pol…
The Linguistic Landscape of Educational Spaces: Language Revitalization and Schools in Southeastern Estonia
That a language can ‘come out of hiding’ or, as another teacher put it, ‘have a renaissance’, (Interview, June 2008) invites one to consider the material expression of emergent multilingualism in the school environment. This chapter is an empirical exploration of the intersection of place-claiming and language revitalization in school space. Using qualitative data collected over a decade of research in the region, I examine the deliberate reintro…
Teachers as Language-Policy Actors: Contending with the Erasure of Lesser-Used Languages in Schools
On the basis of an ethnographic study of the Võro-language revitalization in Estonia, this article explores the way teachers function as policy actors in the broader context of the school. As policy actors, the language teachers' appropriation of regional-language policy helps simultaneously to reproduce and challenge existing ideologies in the school environment. I explore the teachers' understandings of their power and freedom to inform their n…
Sustaining Linguistic Diversity: Endangered and Minority Languages and Language Varieties - Edited by Kendall A. King, Natalie Schilling-Estes, Lyn Fogle, Jia Jackie Lou, and Barbara Soukup
Regional Identity and Schools in Estonia: Creating a "We" Feeling
Estonian Schoolscapes and the Marginalization of Regional Identity in Education
(2005). Estonian Schoolscapes and the Marginalization of Regional Identity in Education. European Education: Vol. 37, Integration and Identity: Implications for European Education: Part 1, pp. 78-89
Estonian Schoolscapes and the Marginalization of Regional Identity in Education
(2005). Estonian Schoolscapes and the Marginalization of Regional Identity in Education. European Education: Vol. 37, Integration and Identity: Implications for European Education: Part 1, pp. 78-89
Teachers as Language-Policy Actors: Contending with the Erasure of Lesser-Used Languages in Schools
On the basis of an ethnographic study of the Võro-language revitalization in Estonia, this article explores the way teachers function as policy actors in the broader context of the school. As policy actors, the language teachers' appropriation of regional-language policy helps simultaneously to reproduce and challenge existing ideologies in the school environment. I explore the teachers' understandings of their power and freedom to inform their n…
Marginalisation: Non-dominant language learning and teaching from a comparative perspective
This article interrogates the meaning of marginalisation by comparing two non-dominant language communities in Europe, and in particular their language education and teachers. An interdisciplinary exploration of the marginalisation leads the authors to identify key aspects and expressions of the concept. The authors illuminate these broad expressions of marginalisation in both the case of the Moldavian Csángó in Romania and the Võro in Estonia. T…
The Globalizing Labor Market in Education: Teachers as Cultural Ambassadors or Agents of Institutional Isomorphism
Institutional isomorphists and other proponents of world culture theory argue that schools around the world are converging in many ways, whereas anthropologists and others question this conclusion, often arguing that local cultural differences belie superficial similarities. These viewpoints are not merely academic explanations of the spread and apparent convergence of education policies and practices around the world but are often present in pol…
Regional Identity and Schools in Estonia: Creating a "We" Feeling
Internationalising colleges of education through the dialectic of the global and the local? A perspective and possible pathways from the American South
Most schooling disproportionately emphasises national affairs at the expense of more global and local phenomena. Students’ resulting nation bias can be resituated both internationally and more locally by integrating internationalisation policies with place-based education approaches, which help to illuminate these different levels and, particularly, the extensive and complex interconnections between them. This task is particularly critical for co…
Estonian Schoolscapes and the Marginalization of Regional Identity in Education
(2005). Estonian Schoolscapes and the Marginalization of Regional Identity in Education. European Education: Vol. 37, Integration and Identity: Implications for European Education: Part 1, pp. 78-89
Regional Identity and Schools in Estonia: Creating a "We" Feeling
Sustaining Linguistic Diversity: Endangered and Minority Languages and Language Varieties - Edited by Kendall A. King, Natalie Schilling-Estes, Lyn Fogle, Jia Jackie Lou, and Barbara Soukup
Teachers as Language-Policy Actors: Contending with the Erasure of Lesser-Used Languages in Schools
On the basis of an ethnographic study of the Võro-language revitalization in Estonia, this article explores the way teachers function as policy actors in the broader context of the school. As policy actors, the language teachers' appropriation of regional-language policy helps simultaneously to reproduce and challenge existing ideologies in the school environment. I explore the teachers' understandings of their power and freedom to inform their n…
The Linguistic Landscape of Educational Spaces: Language Revitalization and Schools in Southeastern Estonia
That a language can ‘come out of hiding’ or, as another teacher put it, ‘have a renaissance’, (Interview, June 2008) invites one to consider the material expression of emergent multilingualism in the school environment. This chapter is an empirical exploration of the intersection of place-claiming and language revitalization in school space. Using qualitative data collected over a decade of research in the region, I examine the deliberate reintro…
The Globalizing Labor Market in Education: Teachers as Cultural Ambassadors or Agents of Institutional Isomorphism
Institutional isomorphists and other proponents of world culture theory argue that schools around the world are converging in many ways, whereas anthropologists and others question this conclusion, often arguing that local cultural differences belie superficial similarities. These viewpoints are not merely academic explanations of the spread and apparent convergence of education policies and practices around the world but are often present in pol…
Internationalising colleges of education through the dialectic of the global and the local? A perspective and possible pathways from the American South
Most schooling disproportionately emphasises national affairs at the expense of more global and local phenomena. Students’ resulting nation bias can be resituated both internationally and more locally by integrating internationalisation policies with place-based education approaches, which help to illuminate these different levels and, particularly, the extensive and complex interconnections between them. This task is particularly critical for co…
The Story of the Baltic University: Merits, H. Director and Producer, 2015
Kas keelepoliitika keskmes peaks olema riik
Pragmaatiline algus? Keelepoliitika kui ühiskonnas keeli normaliseeriv, aga ka hierarhiseeriv tegevusvaldkond arenes välja XX sajandi pragmaatilisest vajadusest ehitada pärast ilmasõdasid ning impeeriumide lagunemist üles rahvusriigid. Kuigi lõviosas Euroopa rahvusriikides kõneldi mitut keelt, tekkisid need enamasti ühe keele baasil. Ühiskondlikku mitmekeelsust korraldavatest keeleteadlastest said koos majandus- ja õigusteadlastega olulised ühisk…
Policy and pedagogical pliability: Enrichment in Võro-language revitalization in Estonia
This article explores policy and pedagogical pliability as strategies for perpetuating and protecting regional languages, like Võro, in the twenty-first century. The concept of pliability, as I develop it in this article, refers to the flexibility and adaptability of policies that are free from prescriptive and strict mandates. By examining this case from Estonia, I posit that the notion of enrichment plays a significant role in shaping the pliab…
Vene keel kui ressurss Eestis
Russian as a resource in Estonia The article introduces a â resource perspectiveâ on the Russian language in contemporary Estonia and illustrates this concept by showcasing empirical findings from two recent research projects. To frame the article, we first review the literature on language policy processes relevant to these developments: Russification, the integration of the Russian-speaking population, and the commodification of the Russian lan…
The Coral Way Bilingual Program Maria R. Coady (2019)
The Coral Way Bilingual Program Maria R. Coady (2019) Bristol: Multilingual Matters. Pp. 168 ISBN: 9781788924573 (hbk) ISBN: 9781788924566 (pbk) ISBN: 9781788924580 (ebook, PDF) ISBN: 9781788924597 (ebook, EPUB)
Marginalisation: Non-dominant language learning and teaching from a comparative perspective
This article interrogates the meaning of marginalisation by comparing two non-dominant language communities in Europe, and in particular their language education and teachers. An interdisciplinary exploration of the marginalisation leads the authors to identify key aspects and expressions of the concept. The authors illuminate these broad expressions of marginalisation in both the case of the Moldavian Csángó in Romania and the Võro in Estonia. T…
The Development of Specialised Foreign-Language Schools in Soviet Estonia: Creating a Paradox of Privilege
This article sheds light on a paradox in the Soviet educational landscape: the development of specialised foreign-language schools in the context of a purported egalitarian society. These schools endured, and even thrived, through the collapse of the Soviet Union. First, a historical overview for Soviet-era development of specialised-school policies is provided. Second, the development of these specialised schools both generally, as well as in th…
Sociology (12 works) · Political science (8 works) · Linguistics (7 works) · Multilingual Education and Policy (7 works) · Pedagogy (7 works) · Global Education and Multiculturalism (6 works) · Law (4 works) · Estonian (3 works) · Gender Studies (3 works) · Geography (3 works)