Schriften zur diachronen und synchronen Linguistik

ISSN: 2191-8856

Die Reihe wurde von Professor Józef Grabarek (1948-2021) gegründet. In der Schriftenreihe sollen Monographien und Sammelbände zur diachronen und synchronen Linguistik, insbesondere zur jüngeren und jüngsten Geschichte des Deutschen und zu den Entwicklungstendenzen in der deutschen Gegenwartssprache erscheinen. Ein besonderes Interesse gilt Texten der ostmitteldeutschen deutschsprachigen Kanzleisprachen des Spätmittelalters und der Frühen Neuzeit. Die Reihe versteht sich als wissenschaftliches Forum für die Sprachforscher, die sich mit der Entstehungsgeschichte der neuhochdeutschen Sprachnorm und ihrem gegenwärtigen Zustand befassen. Es sollen Forschungsergebnisse zur Geschichte und Gegenwart der Orthographie, Phonologie, Morphologie, Wortbildung sowie Satz- und Textsyntax des Deutschen den Lesern zugänglich gemacht werden.

31 publications

Schriftenreihe des Ministeriums der Just

7 publications

Educational Equity in Community Colleges

ISSN: 2690-4438

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K-12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community college practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). This series aims to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

4 publications