International teachers in the American classroom : deposing the myth of monolingualism

An international graduate teaching assistant‘s way of speaking may pose a challenge for college students enrolled in STEM courses at American universities. Students commonly complain that unfamiliar accents interfere with their ability to comprehend the IGTA or that they have difficulty making sense of the IGTA‘s use of words or phrasing. These frustrations are echoed by parents who pay tuition bills. The issue has provoked state and national legislative debates over universities‘ use of IGTAs. However, potentially productive debates and interventions have been stalemated due to the failure to confront deeply embedded myths and cultural models that devalue otherness and privilege dominant peoples, processes, and knowledge. My research implements a method of inquiry designed to identify and challenge these cultural frameworks in order to create an ideological/cultural context that will facilitate rather than impede the valuable efforts that are already in place. Discourse theorist Paul Gee‘s concepts of master myth, cultural models, and meta-knowledge offer analytical tools that I have adapted in a unique research approach emphasizing triangulation of both analytic methods and data sites. I examine debates over IGTA‘s use of language in the classroom among policy-makers, parents of college students, and scholars and teachers. First, the article "Teach Impediment" provides a particularly lucid account of the public debate over IGTAs. My analysis evidences the cultural hold of the master myth of monolingualism in public policy-making. Second, Michigan Technological University‘s email listserve Parentnet is analyzed to identify cultural models supporting monolingualism implicit in everyday conversation. Third, a Chronicle of Higher Education colloquy forum is analyzed to explore whether scholars and teachers who draw on communication and linguistic research overcome the ideological biases identified in earlier chapters. My analysis indicates that a persistent ideological bias plays out in these data sites, despite explicit claims by invested speakers to the contrary. This bias is a key reason why monolingualism remains so tenaciously a part of educational practice. Because irrational expectations and derogatory assumptions have gone unchallenged, little progress has been made despite decades of earnest work and good intentions. Therefore, my recommendations focus on what we say not what we intend.

Gender on the Range: Feminine Strategies in the 1913 Michigan Copper Strike

In the autumn of 1913, a small, remote Michigan mining community attracted national attention as miners and management found themselves embroiled in a conflict that would prove no easy victory for either side. The strike came as a shock to management, who, with the help of a nearly perfected paternal system, had come to expect a generally docile and compliant workforce. But what was even more shocking was the involvement of the miners’ wives in the strike effort, and the lengths they went to in order to keep men from crossing the picket line. This paper focuses on that effort, arguing that the women of the Michigan copper country developed strike strategies that were derived from their domestic experience, and justified their involvement through maternal arguments. However, these public actions allowed the management to disregard the respect and courtesy generally given to the domestic sphere as police and private agents perpetrated a number of home invasions in an attempt to break the strike. The involvement of women in male dominated labor disputes (mining, steel productions) has been largely ignored in the literature due to their indirect connection to the company as wives and not workers. This paper seeks to remedy this gap, and gain a better understanding of that indirect relationship. Sources include newspaper articles, private correspondence, public investigation records, and oral histories, found largely in the Michigan Tech Archives and Copper Country Historical Collections, Michigan Technological University, Michigan.