This newsletter describes my research news, publication's abstract, biography (with my photo), and an essay about indigenous language issues in Taiwan.

1. Quarterly
Newsletter
Fall
2014
Message
From
The
Chair
1
On
behalf
of
the
Language
Issues
SIG
Leadership
Team,
I
am
delighted
to
bring
you
this
fall
edition
of
the
LISIG
Newsletter.
In
the
last
year,
we
committed
to
facilitating
ongoing
engagement
among
members
in
the
periods
between
conferences
as
a
way
to
enrich
professional
network
and
mentorship
opportunities.
The
exciting
research
and
publication
opportunities
we
share
at
the
conference
take
place
during
this
inter-­‐conference
period
and
offer
excellent
opportunities
for
us
to
foster
scholarly
collaboration.
For
instance,
we
undertook
a
LISIG-­‐coordinated
publication
of
high-­‐quality
research
papers
presented
at
the
Toronto
conference.
Our
Publications
Committee
is
now
reviewing
manuscripts
scheduled
for
publication
both
in
2015
and
2016
as
special
issues
of
top-­‐tier
journals
in
the
field.
There
will
be
future
publication
opportunities,
following
the
2015
CIES
conference
in
Washington,
D.C.,
and
we
invite
you
to
participate
actively
in
this
significant
part
of
our
activities
as
a
vibrant
scholarly
community.
Indeed,
the
LISIG
is
now
creating
an
Editorial
Board,
which
will
work
with
the
Publication
Committee
in
this
process.
We
invite
you
to
consider
joining
this
Editorial
Board.
More
details
on
this
can
be
found
inside.
The
coming
months
are
already
packed
with
LISIG
activities
that
will
likely
be
of
interest
to
you
professionally.
These
include
the
election
of
a
new
LISIG
Leadership
Team,
review
of
proposals
submitted
for
the
CIES
2015
conference,
planning
LISIG
conference
programs,
nominations
for
LISIG
(and
other)
academic
awards,
Bylaws
amendments,
general
meetings,
and
so
forth.
As
dues-­‐paying
members,
your
contributions
to
these
issues
add
to
the
vitality
of
the
LISIG
and
the
scholarly
dialogue
we
facilitate.
In
This
Issue
• Tribute
to
Ali
Mazrui
(p.
2)
• Editorial
Board
Call
for
Nominations
(p.
3)
• Member
Spotlight:
Chi-­‐wei
Lee
(p.
4)
• CIES
Call
for
Proposals
(p.
6)
• Research
Spotlight
(p.
8)
• Dissertation
Award
(p.
9)
• Publications
(p.
10)
• Job
announcements
(p.
12)
• Member
survey
(p.
13)
• Contact
Us
(p.
13)
LANGUAGE ISSUES
SPECIAL INTEREST GROUP
Comparative & International Education Society
2
I
am
profoundly
thankful
to
the
Leadership
Team
members
for
their
immense
contribution
to
the
growth
and
resounding
success
of
LISIG
within
the
CIES
family.
Our
organization
is
stronger
because
of
your
tireless
sacrifices,
and
you
leave
a
tall
legacy
for
the
future
generations
of
LISIG
leaders.
One
final
note,
LISIG
celebrates
with
heavy
hearts,
the
life
and
legacies
of
Prof.
Ali
Mazrui,
who
recently
joined
his
ancestors
on
Oct.
13,
2014.
Prof.
Mazrui
was
a
vocal
advocate
of
the
language
diversity
to
which
we
passionately
commit
our
professional
careers.
His
legacies
live
on
in
the
ways
our
works
pay
tribute
to
his
towering
accomplishments.
I
look
forward
to
seeing
you
during
our
coming
general
meetings
and
to
working
with
you
in
the
many
LISIG
activities
designed
to
enhance
your
professional
growth.
Happy
Holidays!
Desmond
Ikenna
Odugu,
Ph.D.
Chair,
Language
Issues
SIG
Assistant
Professor
of
Education
Lake
Forest
College

2. Quarterly
Newsletter
Fall
2014
2
1
In
memory
of
Professor
Ali
Mazrui
1933
-­‐
2014
The
Language
Issues
SIG
joins
the
world
and
the
CIES
family
to
celebrate
the
long
life
and
illustrious
career
of
Professor
Ali
Mazrui,
who
passed
on
this
October
13,
2014.
For
over
half
a
century,
Professor
Mazrui’s
intellectual
force
and
Pan-­‐
Africanist
vision
have
guided
scholars
around
the
world
as
they
sought
to
untangled
Africa’s
checkered
colonial
histories.
With
an
intellect
that
amazed
the
world
and
towering
accomplishments,
Professor
Mazrui
continues
to
be
an
outspoken
critic
of
the
various
ways
through
which
historical
developments
of
international
politics
seek
to
burrow
into
and
take
hostage
the
rich
and
complex
intellectual
cultures
of
the
African
people.
Named
one
of
the
worlds
Top
100
2
Public
Intellectuals
in
2005
by
Prospect
Magazine
and
Foreign
Policy,
Professor
Mazrui
had
a
prodigious
career
that
touched
the
heart
of
a
worldwide
intellectual
revolution
on
language
and
society.
In
his
The
Power
of
Babel:
Language
and
Governance
in
the
African
Experience,
co-­‐authored
with
Alamin
M.
Mazrui,
Professor
Mazrui
characteristically
probes
the
power
and
ambiguities
of
language
in
Africa’s
postcolonial
experiences.
With
his
eloquent
blend
of
genius,
oratory
and
elegance,
he
torched
the
sharp
disconnect
between
official
language
policies
of
governments
and
the
actual
multilingual
existence
of
Africans
in
embers
of
polite
moral
indictment.
He
paves
a
path
for
generations
of
scholars
caught
in
cultural
identity
crises
by
striking
a
wholesome
balance
of
3
his
indigenous
African,
Islamic
and
Western
heritages
in
a
way
that
only
matches
his
sagacity.
Thus,
for
scholars
of
language
and
education,
especially
in
post-­‐
colonial
contexts,
Professor
Mazrui
remains
an
intellectual
beacon
of
hope
for
a
truly
multilingual
world
where
linguistic
diversity
is
celebrated
beyond
the
solipsism
of
transient
intellectual,
political
and
economic
commitments.
Professor
Mazrui
was
Albert
Schweitzer
Professor
in
the
Humanities
and
the
Director
of
the
Institute
of
Global
Cultural
Studies
at
State
University
of
New
York,
Director
of
the
Center
for
Afroamerican
and
African
Studies
at
University
of
Michigan,
and
renowned
professor
of
Political
Science,
African
Studies,
By
Desmond
Odugu
Professor
Mazrui
with
Dr.
Desmond
Odugu
(LISIG
Chair)
and
Professor
N’Dri
Assie-­‐Lumumba
(CIES
President-­‐
Elect)
Professor
Mazrui
with
Dr.
Zehlia
Babaci-­‐Wilhite
(LISIG
Vice
Chair)
and
Professor
Joel
Samoff

3. Quarterly
Newsletter
Fall
2014
3
4
Prof.
Mazrui
(Cont’d)
Philosophy,
and
Culture.
He
held
three
concurrent
faculty
appointments
as
Albert
Luthuli
Professor-­‐at-­‐Large
in
the
Humanities
and
Development
Studies
at
the
University
of
Jos
in
Nigeria,
Andrew
D.
White
Professor-­‐
at-­‐Large
Emeritus
and
Senior
Scholar
in
Africana
Studies
at
Cornell
University,
Ithaca,
New
York
and
Chancellor
of
the
Jomo
Kenyatta
University
of
Agriculture
and
Technology,
Nairobi,
Kenya.
He
was
also
the
inaugural
Walter
Rodney
Professor
at
the
University
of
Guyana,
Georgetown,
Guyana.
Professor
Mazrui
held
Visiting
Scholar
positions
at
various
universities,
including
Stanford
University,
University
of
Chicago,
Colgate
University,
McGill
University,
National
University
of
Singapore,
Oxford
University,
Harvard
University,
Bridgewater
State
College,
Ohio
State
University,
and
many
others
in
Cairo,
Australia,
Leeds,
Nairobi,
Teheran,
Denver,
London,
Baghdad,
and
Sussex.
Mwalimu,
while
your
mortal
frame
submits
to
this
invitation
to
join
our
tall
ancestors,
you
live
on
as
colossus
per
excellence
for
a
world
that
continues
to
drink
thirstily
from
your
generous
wisdom.
Long
live
the
Sage!
Long
live
his
legacy!
Desmond
Odugu
Chair,
Language
Issues
SIG
Call
for
Nominations:
LISIG
Editorial
Board
The
Language
Issues
Special
Interest
Group
is
pleased
to
announce
the
establishment
of
an
LISIG
Editorial
Board
to
support
the
pursuit
and
development
of
language
and
education
related
publications.
The
LISIG
Editorial
Board
will
facilitate
publications
on
behalf
of
the
LISIG,
and
also
collaborate
and
coordinate
with
related
independent
publications.
The
Board
will
help
to
develop
themes
and
organize
publication-­‐related
projects;
facilitate
publication
of
LISIG
research
through
relationships
with
book
and
journal
publishers;
review
and
comment
on
draft
manuscripts;
and
encourage
dissemination
of
LISIG
research
in
a
variety
of
venues
to
diverse
audiences.
We
hope
that
you
will
consider
joining
the
LISIG
Editorial
Board
and
nominating
your
colleagues
who
would
bring
expertise
and
vision
to
its
important
work.
This
is
an
exciting
opportunity
to
encourage
scholarship
and
dialogue
across
the
many
areas
of
research
about
language
in
education.
The
initial
Board
will
include
a
commitment
of
up
to
two
years,
with
two-­‐year
terms
thereafter.
It
is
not
necessary
to
be
a
member
of
the
LISIG
to
be
considered
for
nomination.
We
look
forward
to
receiving
and
reviewing
your
nominations.
For
more
information
about
the
LISIG
Editorial
Board,
please
contact
the
LISIG
Editorial
Board
Nominating
Committee
at
cieslangsig@gmail.com.
LISIG
Program
Co-­‐Chairs
and
Editorial
Board
Nominating
Committee
Co-­‐Chairs
Stephen
Bahry
Kimmo
Kosonen
Karla
Giuliano
Sarr

4. Quarterly
Newsletter
Fall
2014
4
1
Member
spotlight:
Chi-­‐wei
Lee
PhD Student, Department of Administrative and Policy Studies,
University of Pittsburgh
Che-­‐Wei
Lee
is
a
descendant
of
the
Paiwan
tribe,
one
of
the
16
officially
recognized
Austronesian-­‐speaking
indigenous
peoples
of
Taiwan,
and
this
background
informs
his
research
interests.
His
Paiwan
tribal
name
is
Paljaljim
Rusagasag.
Lee
is
a
doctoral
student
in
the
Social
and
Comparative
Analysis
in
Education
program
at
the
University
of
Pittsburgh,
and
a
project
associate
in
the
Institute
for
International
Studies
in
Education
(IISE)
there.
His
current
research
focuses
on
American
Indian
faculty
members’
career
paths,
academic
identity,
and
their
experiences
in
postsecondary
education.
Lee
received
his
M.A.
from
the
Graduate
Institute
of
Education
at
National
Chung
Cheng
University
(CCU)
in
Chiayi,
Taiwan
in
2008,
with
an
emphasis
in
indigenous-­‐education
issues
of
culture,
language,
and
identity
as
they
relate
to
secondary
education,
the
sociology
of
education,
and
education-­‐policy
analysis.
Prior
to
pursuing
his
graduate
studies
at
CCU,
Lee
earned
his
B.Ed.
from
Taiwan’s
National
Pingtung
University
of
Education.
Lee
joined
the
Comparative
and
International
Education
Society
(CIES)
in
2010
and
has
been
an
active
member
at
its
annual
conferences,
presenting
his
papers
to
the
CIES
special
interest
groups
for
Language
Issues,
Indigenous
Knowledge
and
the
Academy,
and
Higher
Education.
Email
Chi-­‐wei
at:
chl138@pitt.edu
News
about
my
recent
research
activities
in
Taiwan
By
Chi-­‐wei
Lee
Taiwan
is
home
to
16
officially
recognized
Austronesian
tribes—Amis,
Atayal,
Bunun,
Kavalan,
Paiwan,
Puyuma,
Rukai,
Saisiat,
Sakizaya,
Seediq,
Tao
(or
Yami),
Thao,
Truku,
Tsou,
Saaroa,
and
Kanakanavu—speaking
46
distinct
dialects.
Unrecognized
ones
are
struggling
for
their
due
rights
and
political
support.
Collectively,
these
tribes
are
known
as
the
indigenous
peoples
of
Taiwan
(yuánzhùmínzu
原住民族)
or
Taiwanese
Aborigines
(Council
of
Indigenous
Peoples,
Executive
Yuan
[CIPEY]
2014).
In
July
2012,
they
numbered
524,059,
or
nearly
2.3
percent
of
the
total
Taiwanese
population
(Department
of
Household
Registration
Affairs
[DHRA],
Ministry
of
the
Interior
2012).
Taiwan’s
Aboriginal
tribes
have
their
own
distinct
languages
to
maintain
individual/collective
identity
and
their
cultural
base
(all
the
knowledge
that
a
group
has
accumulated),
and
all
are
considered
part
of
the
Austronesian
language
family.
Linguistic
and
archaeological
evidence
suggest
that
Austronesian
habitation
of
the
island
of
Formosa
commenced
6,000
years
ago,
or
perhaps
even
earlier
(Bellwood,
Fox,
and
Tyron
1995;
Bellwood
2009;
Bellwood
et
al.
2011).
Taiwan
is
recognized
by
a
number
of
notable
scholars,
including
Isidore
Dyen,
Otto
Dahl,
Stanley
Starosta,
Robert
Blust,
and
Malcolm
Ross,
as
the
ancestral
homeland
of
the
Austronesian
peoples,
who
today
number
some
270
million
speakers
of
related
languages
and
include
many
of
the
indigenous
peoples
of
the
Malay
Archipelago,
many
Pacific
Islands
including
New
Zealand,
and
Madagascar.
Taiwan’s
Aboriginal
languages
are
part
of
a
larger,
global
context
of
endangered-­‐language
issues,
and
this
helps
drive
my
ongoing
interest
in
how
the
contemporary
Taiwanese
government
effectively
preserves
Aboriginal
languages
in
education,
and
how
indigenous
youth
perceive
the
government’s
language
policy.

5. Quarterly
Newsletter
Fall
2014
5
References
Bellwood,
Peter,
Geoffrey
Chambers,
Malcolm
Ross,
and
Hsiao-­‐chun
Hung.
2011.
“Are
‘Cultures’
Inherited?
Multidisciplinary
Perspectives
on
the
Origins
and
Migrations
of
Austronesian-­‐Speaking
Peoples
Prior
to
1000
BC.”
In
Investigating
Archaeological
Cultures:
Material
Culture,
Variability
and
Transmission,
edited
by
Benjamin
W.
Roberts
and
Marc
Vander
Linden,
321–54.
New
York:
Springer.
doi:10.1007/978-­‐1-­‐4419-­‐
6970-­‐5
Bellwood,
Peter,
James
J.
Fox,
and
Darrell
Tyron,
eds.
1995.
The
Austronesians:
Historical
and
Comparative
Perspectives.
Canberra:
Australian
National
University.
Bellwood,
Peter.
2009.
“Formosan
Prehistory
and
Austronesian
Dispersal.”
In
Austronesian
Taiwan:
Linguistics,
History,
Ethnology,
Prehistory.
Revised
edn.,
edited
by
David
Blundell,
336-­‐64.
Berkeley:
Phoebe
Apperson
Hearst
Museum
of
Anthropology.
Council
of
Indigenous
Peoples,
Executive
Yuan
(CIPEY)
行政
院原住民族委員會.
2014.
原住民人口數統計資料
[Materials
on
Aboriginal
Population
Statistics].
臺北
市:
行政院原住民族委員會
[Taipei:
Council
of
Indigenous
Peoples,
Executive
Yuan].
Retrieved
from,
http://www.apc.gov.tw/portal/docDetail.html?CID=9
40F9579765AC6A0&DID=0C3331F0EBD318C26CAD8
2CF9A8D8DC7
Department
of
Household
Registration
Affairs,
Ministry
of
the
Interior
政部政司.
2012.
政部統計月報
[Monthly
Bulletin
of
Interior
Statistics].
臺北市:
政
部
[Taipei:
Ministry
of
the
Interior].
Retrieved
from,
http://sowf.moi.gov.tw/stat/month/list.htm
2
Since
presenting
our
conference
paper
“Can
Conditional
Preferential
Policy
Motivate
Taiwan’s
Aboriginal
Students
to
Recognize
Their
Endangered
Ethnic
Languages?”
in
Toronto
last
year,
my
co-­‐
author
Dr.
Duane
Champagne
(UCLA)
and
I
have
been
working
on
an
article
version
that
we
hope
will
provide
some
helpful
insights
on
and
for
the
field
of
endangered
indigenous
language
revitalization.
Our
case
study
mainly
focuses
on
the
attitudes
of
Taiwan’s
Aboriginal
adolescents
(ages
15-­‐18)
toward
a
pioneering
2007
language-­‐revitalization
policy—
Certification
of
Aboriginal
Culture
and
Language
Proficiency
(CACLP)—which
has
been
integrated
into
an
existing
preferential
college
admissions
policy
for
members
of
Taiwan’s
Aboriginal
groups;
we
are
therefore
revising
our
paper
with
a
view
to
making
our
research
findings
relevant
to
lively
and
wide-­‐
ranging
discussions
of
similar
issues
around
the
world.
We
plan
to
invite
various
audiences
to
consider
collectively
whether
such
a
policy,
if
effective,
would
diminish
the
equality
and
equity
of
indigenous
education.
We
are
also
extending
our
analysis
of
our
original
2008
data
to
include
current
problems
and
situations,
and
using
this
enhanced
data
set
and
new
theoretical
arguments
to
make
our
case
relevant
to
current
language
questions
in
schools,
linguistic
communities,
and
indigenous
communities.
One
of
our
key
findings
indicates
that
some
indigenous
students
regard
CACLP
as
a
tool
to
gain
access
to
better
higher
education,
with
the
end-­‐
purpose
of
survival
in
mainstream
society,
rather
as
an
aid
to
preserving
their
precious
cultural
heritage
and
indigenous
identity.
We
are
confident
that
some
common
issues
identified
by
our
study
face
indigenous
nations
elsewhere
in
the
world,
and
that
these
and
other
indigenous
nations
will
benefit
from
learning
about
other
countries’
effective
strategies
and
policies
in
the
area
of
language
revitalization.

6. Quarterly
Newsletter
Fall
2014
6
CIES
Language
Issues
SIG
Call
for
Proposals
The
final
deadline
for
proposal
submissions
is
December
1,
2014.
The
CIES
Language
Issues
SIG
is
pleased
to
invite
proposals
for
the
2015
CIES
conference
in
Washington
D.C.,
March
8-­‐
13.
We
will
be
sponsoring
two
highlighted
sessions.
Ubuntu,
this
year’s
conference
theme,
is
a
worldview
or
philosophy
that
originated
in
Southern
Africa
and
stresses
the
interconnectedness
of
all
humanity.
It
presumes
mutuality
in
relationships
with
face-­‐to-­‐face
engagement
as
a
means
of
resolving
differences.
The
conference
therefore
invites
us
to
explore
a
humanist
education,
“embodying
a
philosophical,
pedagogical
and
curricula
framework
that
is
emancipatory,
cultured,
transformative,
localized
and
empowering
for
all
humanity
and
the
globe.”
Proposals:
Language
as
content
and
means
of
education
is
central
to
the
conference
theme.
Accordingly,
the
LISIG
encourages
proposals
that
particularly
examine
the
role
of
dominant
and
non-­‐dominant
languages
and
communities
in
a
humanist
education
both
in
the
Global
South
and
Global
North.
Links
between
approaches
to
language
and
inclusive
/
multicultural
curricular
approaches,
and
with
more
participatory
/
non-­‐coercive
pedagogies,
as
well
as
individual
and
community
empowerment
are
also
encouraged.
Proposals
may
be
for
individual
papers,
panel,
or
poster
presentations
that
engage
with
the
conference
theme.
We
encourage
papers
using
a
variety
of
epistemological,
methodological,
and
theoretical
perspectives
on
language
issues
in
education
and
society,
and
encourage
work
by
practitioners
and
researchers
from
around
the
world.
Please
refer
to
the
conference’s
general
call
for
papers
for
proposal
guidelines
and
access
to
the
online
proposal
submission
system:
http://convention2.allacademic.com/one/cies/cies15/
Post-­‐Conference
Publication
Opportunities:
The
LISIG
also
plans
to
publish
outstanding
papers
presented
at
the
2015
conference
either
in
Special
Issues
of
top-­‐level
academic
journals
and/or
edited
volumes.
Authors
are
invited
to
consider
this
publication
opportunity
as
they
prepare
their
proposals.
Conference
Registration
is
open
now!
Reserve
your
room
early.
For
more
information,
see
the
CIES
2015
website:
www.cies2015.org

7. Quarterly
Newsletter
Fall
2014
7
1
Taiwan’s
Aboriginal
Language
Revitalization
Efforts
in
Action:
Past
and
Present
By
Chi-­‐wei
Lee
Taiwan’s
Aboriginal
tribes,
like
Aboriginal
groups
worldwide,
have
experienced
low
secondary-­‐school
completion
and
college-­‐admission
rates,
amid
severe
linguistic
and
cultural
losses.
According
to
2014
census
data
(CIP
2014),
there
are
16
officially
recognized
tribes—Amis,
Atayal,
Bunun,
Kavalan,
Paiwan,
Puyuma,
Rukai,
Saisiat,
Sakizaya,
Seediq,
Tao
(or
Yami),
Thao,
Truku,
Tsou,
Saaroa,
and
Kanakanavu—representing
a
population
of
524,059,
or
appropriately
2%
of
the
total
Taiwanese
population
of
23
million.
Since
the
17th
century,
two
groups
from
China—the
Minna
and
Hakka—have
immigrated
continuously
to
Taiwan
and
their
share
of
the
total
population
has
grown
to
84%,
with
most
of
their
descendants
regarding
themselves
as
the
native
population
of
Taiwan
(Beaser
2006).
Minnan,
better
known
as
Taiwanese,
is
now
the
most-­‐spoken
language
on
the
island
(Sandel
2003).
Taiwan’s
16
recognized
tribes
are
considered
Austronesians
by
linguists,
anthropologists,
archaeologists,
and
ethnologists,
but
this
term
is
not
used
by
most
Taiwanese
citizens.
Historical
ethnographies
also
indicate
that
Taiwanese
indigenous
groups,
which
hold
a
variety
of
creation
stories,
have
been
residing
on
this
island
for
at
least
6,000
years
(Bellwood,
Fox,
and
Tyron
1995;
Bellwood
2009;
Bellwood
et
al.
2011).
Aboriginal
tribes
speak
mutually
incomprehensible
dialects
(with
46
vernaculars
identified),
though
all
are
classified
as
within
the
Austronesian
language
family.
Of
these,
however,
at
least
ten
are
extinct,
and
five
are
moribund
(Zeitoun
and
Yu
2005).
To
secure
better
employment
or
economic
chances,
and
greater
educational
opportunities,
a
growing
number
of
Taiwanese
Aborigines
migrate
to
urban
centers,
mostly
in
the
western
and
northern
areas
of
the
country.
Taiwan,
which
shares
no
common
political
or
educational
system
with
the
People’s
Republic
of
China
on
the
mainland,
has
a
remarkable
colonial
history
which
helps
to
explain
its
ethnic
diversity.
From
the
first
arrival
of
Dutch
merchants
in
1624,
foreign
regimes—the
Dutch,
Spanish,
Ming
Dynasty,
Qing
Dynasty,
Japanese,
and
Chinese
Nationalist
Kuomintang
(KMT)—
successively
colonized
the
traditional
lands
of
the
Aborigines,
with
each
new
regime
bringing
political,
social,
cultural,
economic,
and
educational
changes
(Blussé,
Everts,
and
Frech
1999;
Blussé
and
Everts
2009).
Under
both
Japan
and
the
KMT,
people
were
banned
from
speaking
dialects
publicly,
ostensibly
for
the
sake
of
achieving
national
unity
and
social
harmony.
Since
the
KMT
arrived
in
Taiwan
in
1945,
the
Ministry
of
Education
has
taken
a
substantial
interest
in
Aboriginal
language
education
policy.
These
policies
have
changed
greatly
over
the
past
70
years,
from
relatively
aggressive
assimilation
policies
to
what
many
scholars
refer
to
as
the
Stage
of
Self-­‐
Determination/Self-­‐Government
(1987-­‐present).
The
Council
of
Aboriginal
Affairs
was
established
in
1996
and
renamed
the
Council
of
Indigenous
Affairs
in
2002,
and
the
1998
Education
Act
for
Indigenous
Education
was
passed
to
promote
nationwide
Aboriginal
education
(Laws
Regulations
Database
of
the
Republic
of
China
2014).
The
Ministry
of
Education
continues
actively
to
support
Aboriginal
education,
with
its
more
effective
initiatives
including
preferential
score
policies
for
Aboriginal
students
entering
secondary
schools
and
higher
education
institutions.
However,
this
has
generated
a
backlash
among
Han
Chinese
students
and
their
parents
(Wang
2007).
Although
there
is
no
writing
system
in
most
Taiwanese
Aboriginal
tribes,
most
of
them
are
fortunate
to
have
tribal
Bibles
that
were
translated
by
missionaries
using
romanization
systems
and
roman-­‐script
spelling.
Moreover,
scholars,
some
tribal
members,
and
cultural
artists/writers
have
taken

8. Quarterly
Newsletter
Fall
2014
(Continued)
8
2
the
initiative
in
compiling
their
own
tribal
dictionaries.
Some
tribal
members
coin
new
words
in
their
languages
to
apply
to
modern
technology
and/or
previously
incompatible
phenomena
and
worldviews.
Such
cultural
work
has
been
regarded
as
one
of
the
most
indispensable
tasks
for
indigenous
sustainable
development.
As
elsewhere,
the
Taiwanese
government
has
actively
sought
to
remedy
the
crisis
of
indigenous
language-­‐and-­‐culture
loss
through
media.
The
revival
of
tribal
languages
and
cultures
is
expressed
in
multifaceted
ways
by
younger
generations,
including
via
commercially
successful
pop
music
(e.g.,
Boxing
Band)
or
movies
(e.g.,
Warriors
of
the
Rainbow:
Seediq
Bale).
Although
evidence-­‐based
assessment
of
the
effectiveness
of
such
revitalization
movements
will
require
empirical
and
longitudinal
studies,
it
can
at
least
be
said
that
the
practices
of
indigenous-­‐language
revitalization
are
receiving
considerable
attention,
not
only
from
tribal
members
but
also
from
the
general
Taiwanese
population.
The
current
circumstances
surrounding
the
preservation
of
Taiwanese
Aboriginal
languages
are
indeed
more
positive
than
in
prior
eras,
with
advanced
digital
technology
contributing
to
increasingly
far-­‐reaching,
efficient,
and
diverse
efforts
to
preserve,
revitalize,
and
promote
Taiwan’s
Austronesian
languages.
There
are
two
especially
promising
ways
of
transmitting
indigenous
languages
via
media
in
Taiwan.
One
is
to
publish
non-­‐
scholarly
periodical
magazines
or
journals
(e.g.,
Aboriginal
Education
World),
periodically
introducing
the
grammar
and
knowledge
of
each
tribal
language.
The
other
is
the
founding
of
Taiwan
Indigenous
Television
(TITV).
Since
the
Indigenous
Peoples
Cultural
Foundation
(IPCF)
was
created
in
2007
by
the
Legislative
Yuan,
TITV
has
been
the
sole
indigenous-­‐operated
channel
not
just
in
Taiwan
but
in
the
whole
of
Asia,
with
various
programs
conveying
tribal
languages,
cultural
knowledge,
and
indigenously
relevant
entertainment.
The
mission
of
TITV
is
to
realize
the
spirit
of
Article
29,
Item
1
of
the
Education
Act
for
Indigenous
Peoples:
“to
set
up
dedicated
indigenous
peoples’
broadcasting
channels
and
media
enterprises
engaging
in
culture-­‐related
broadcasting
to
pass
on
indigenous
cultures
and
education.”
Moreover,
Taiwanese
Aborigines
are
protected
under
Article
12
of
the
Indigenous
Peoples
Basic
Law
of
2005,
which
notes
that
“The
government
shall
protect
indigenous
peoples’
rights
and
access
to
broadcast
and
media,
establish
indigenous
peoples’
cultural
affairs
foundation[s]
and
formulate
plans
to
establish
indigenous-­‐language
broadcast
media
and
institutions
exclusively
for
indigenous
peoples.”
On
this
basis,
the
Indigenous
Peoples
Cultural
Foundation
Establishment
Guidelines
were
passed
by
the
Legislative
Yuan
in
late
2007
and
announced
by
the
President
in
January
2008.
According
to
Article
1
of
the
Guidelines,
the
mission
of
the
Foundation
is
to
“transmit
indigenous
cultural
education
and
operate
an
indigenous
cultural
media
industry,”
which
goes
beyond
broadcasting
to
include
websites,
media
training,
and
the
issuing
of
grants
for
cultural
production
(IPCF
2014).
Nevertheless,
the
degree
of
success
that
will
be
achieved
by
Taiwan’s
language-­‐
and-­‐culture
revitalization
effort
remains
to
be
seen.
References
Bellwood,
Peter,
Geoffrey
Chambers,
Malcolm
Ross,
and
Hsiao-­‐chun
Hung.
2011.
“Are
‘Cultures’
Inherited?
Multidisciplinary
Perspectives
on
the
Origins
and
Migrations
of
Austronesian-­‐Speaking
Peoples
Prior
to
1000
BC.”
In
Investigating
Archaeological
Cultures:
Material
Culture,
Variability
and
Transmission,
edited
by
Benjamin
W.
Roberts
and
Marc
Vander
Linden,
321-­‐54.
New
York:
Springer.
doi:10.1007/978-­‐1-­‐4419-­‐6970-­‐5
Bellwood,
Peter,
James
J.
Fox,
and
Darrell
Tyron,
eds.
1995.
The
Austronesians:
Historical
and
Comparative
Perspectives.
Canberra:
Australian
National
University.
Bellwood,
Peter.
2009.
“Formosan
Prehistory
and
Austronesian
Dispersal.”
In
Austronesian
Taiwan:
Linguistics,
History,
Ethnology,
Prehistory.
Revised
ed.,
edited
by
David
Blundell,
336-­‐64.
Berkeley:
Phoebe
Apperson
Hearst
Museum
of
Anthropology.
Blussé,
Leonard,
and
Natalie
Everts,
eds.
2009.
The
Formosan
Encounter:
Notes
on
Formosa’s
Aboriginal
Society:
A
Section
of
Documents
from
Dutch
Archival
Sources
(Volume
III:
1646–1654).
臺北市:
順益臺灣原住民博物館
Taipei:
Shung
Ye
Museum
of
Formosan
Aborigines.
Blussé,
Leonard,
Natalie
Everts,
and
Evelien
Frech,
eds.
1999.
The
Formosan
Encounter:
Notes
on
Formosa’s
Aboriginal
Society:
A
Section
of
Documents
from
Dutch
Archival
Sources
(Volume
I:
1623–1635).
臺北市:
順益臺灣原住民
博物館
Taipei:
Shung
Ye
Museum
of
Formosan
Aborigines.
Council
of
Indigenous
Peoples,
Executive
Yuan
(CIP)
行政院原住民族
委員會.
2014.
原住民人口數統計資料
[Materials
on
Aboriginal
Population
Statistics].
臺北市:
行政院原住民族
委員會
Taipei:
CIPEY.
Retrieved
from
http://www.apc.gov.tw/portal/docDetail.html?CID=940F95
79765AC6A0DID=0C3331F0EBD318C26CAD82CF9A8D8D
C7
Indigenous
Peoples
Cultural
Foundation
(IPCF).
2014.
The
History
of
the
Taiwan
Indigenous
Television.
Retrieved
from
http://titv.ipcf.org.tw/english.jsp
Laws
Regulations
Database
of
the
Republic
of
China.
2014.
Education
Act
for
Indigenous
Peoples.
Taipei:
Ministry
of
Justice.
Retrieved
from,
http://
http://law.moj.gov.tw/Eng/LawClass/LawAll.aspx?PCode=H
0020037
Sandel,
Todd
L.
2003.
“Linguistic
Capital
in
Taiwan:
The
KMT’s
Mandarin
Language
Policy
and
Its
Perceived
Impact
on
Language
Practices
of
Bilingual
Mandarin
and
Tai-­‐gi
Speakers.”
Language
in
Society
32
(4):
523–51.
Wang,
Chiu-­‐Yi.
2007.
“The
Adjustments
and
Review
of
Taiwan’s
Preferential
Policy
for
Aboriginal
Students
in
Education
Advancements.”
Aboriginal
Education
World
14:
4–5.
Zeitoun,
Elizabeth,
and
Ching-­‐Hua
Yu.
2005.
“The
Formosan
Language
Archive:
Linguistic
Analysis
and
Language
Processing.”

9. Quarterly
Newsletter
Fall
2014
9
Language
Issues
SIG
Dissertation
Award
2013
–
2015
The
Comparative
International
Education
Society
(CIES)
Language
Issues
(LI)
Special
Interest
Group
(SIG)
is
pleased
to
announce
its
2013-­‐2015
Dissertation
Award!
The
award
is
open
to
dissertations
that
focus
on
educational
language
issues,
broadly
defined,
in
comparative
and
international
education.
Dissertations
will
be
reviewed
based
on
the
following
criteria:
1.
The
dissertation’s
relevance
to
current
thinking
in
the
field
2.
The
degree
of
sophistication
or
innovation
of
the
methodology
used
3.
The
soundness
of
data
collection
and
analysis
4.
The
dissertation’s
social
utility
and/or
its
implication
for
policy
5.
The
degree
to
which
the
dissertation
incorporates
a
comparative
perspective
Eligible
dissertations
must
have
been
filed
within
the
two-­‐year
period
prior
to
the
LI
SIG
award
application
deadline
of
December
15,
2014.
Students
in
Ed.D.
or
Ph.D.
programs
are
eligible
and
the
applicant
and/or
the
Dissertation
Chair
must
be
a
current
member
of
CIES.
The
winning
dissertation
will
receive
a
monetary
award
and
will
be
announced
at
the
annual
conference
in
Washington
D.C.
in
March
2015.
Applicants
should
submit
the
following
four
documents
to
be
considered
for
the
award:
1.
A
detailed
abstract
of
no
more
than
five
pages
along
with
a
self-­‐assessment
indicating
how
the
dissertation
meets
the
above
five
criteria;
both
should
be
doubled-­‐spaced
with
no
author
identification
(for
blind
review)
2.
A
title
page
(not
counted
within
the
page
limit)
with
author’s
name,
address,
institutional
affiliation,
telephone,
e-­‐mail
address,
and
names
of
dissertation
committee
chair(s)
and
members
3.
A
reference
page
(not
counted
within
the
page
limit)
with
only
the
references
cited
in
the
abstract,
and
4.
One
letter
from
the
Dissertation
Chair
recommending
the
dissertation
for
this
award
(this
letter
may
be
sent
directly
to
the
Committee
at
the
e-­‐mail
address
below).
After
the
initial
round
of
consideration,
the
two
highest
rated
candidates
will
be
asked
to
send
the
Committee
a
file
with
their
entire
dissertation.
Awardees
will
be
recognized
formally
at
the
LI
SIG
business
meeting
at
the
CIES
Conference
in
Washington
D.C.
on
March
8-­‐13,
2015.
Submission
Information
Please,
submit
the
above
documents
electronically
(as
attachments
in
Word
compatible
files)
with
the
key
word
“Dissertation
Award
Submission”
in
the
subject
line
to:
cieslangsig@gmail.com
by
December
15,
2014.
If
you
have
any
questions,
please
do
not
hesitate
to
contact
the
Awards
Committee
at
the
above
e-­‐mail
address.

10. Quarterly
Newsletter
Fall
2014
10
Member
Publications
1
Zehlia
Babaci-­‐Wilhite
(Editor)
Giving
Space
to
African
Voices:
Rights
in
Local
Languages
and
Local
Curriculum.
Sense
Publishers,
2014.
pp.
240.
ISBN
978-­‐
94-­‐6209-­‐732-­‐2.
This
book
sets
out
to
bring
voices
of
the
South
to
the
debate
on
localization
of
education
and
makes
the
case
that
it
should
be
considered
a
right
in
education.
Despite
all
the
scientifically
based
evidence
on
the
improved
quality
of
education
through
the
use
of
a
local
language
and
local
knowledge,
English
as
a
language
of
instruction
and
“Western”
knowledge
based
curriculum
continue
to
be
used
at
all
educational
levels
in
many
developing
nations.
This
means
that
in
many
African
countries,
the
goal
of
rights
to
education
is
becoming
increasingly
remote,
let
alone
that
of
rights
in
education.
With
this
understanding
and
with
the
awareness
of
the
education
challenges
of
millions
of
children
throughout
Africa,
the
authors
argue
that
local
curriculum
through
local
languages
needs
to
be
valued
and
to
be
preserved,
and
that
children
need
to
be
prepared
for
the
world
in
a
language
that
promotes
understanding.
The
authors
make
a
clear
case
that
policy
makers
are
in
a
position
to
work
towards
a
quality
education
for
all
as
part
of
a
more
comprehensive
right-­‐based
approach.
We
owe
it
to
the
children
of
the
South
to
offer
the
best
quality
education
possible
in
order
to
achieve
social
justice.
2
Kai
Heidemann
In
the
Name
of
Language:
School-­‐Based
Language
Revitalization,
Strategic
Solidarities,
and
State
Power
in
the
French
Basque
Country.
Journal
of
Language,
Identity
Education,
vol.
13,
no.
1
(2014):
53-­‐69.
While
previous
scholarship
has
done
well
to
illustrate
how
educational
policies
and
programs
can
promote
processes
of
minority
language
revitalization,
less
attention
has
been
given
to
the
processes
of
mobilization
through
which
grassroots
actors
work
to
influence
education
in
the
name
of
language.
In
this
article
I
draw
on
qualitative
case
study
data
to
explore
the
mobilization
dynamics
of
a
school-­‐based
revitalization
initiative
in
the
French
Basque
Country,
known
as
the
‘Ikastola
Movement’.
Bringing
the
study
of
language
revitalization
into
dialogue
with
social
movement
theory,
I
discuss
how
the
solidarity
of
Basque
language
activists
was
influenced
by
state-­‐
level
structures
of
power.
Focusing
on
an
early
phase
of
mobilization
from
1975
to
1981,
I
consider
how
political
opposition
to
the
Ikastola
Movement
created
a
series
of
ideological
and
institutional
struggles
for
activists.
Subsequently,
I
examine
how
these
experiences
of
struggle
strengthened
the
solidarity
of
activists
in
the
long
run.
Ultimately,
I
argue
that
the
discursive
and
organizational
solidarities
mobilized
by
activists
were
crucial
in
allowing
them
to
realize
important
political
gains
in
the
1980-­‐90s.
By
way
of
conclusion
I
suggest
avenues
for
future
research
on
school-­‐
based
revitalization
movements
in
settings
beyond
the
French
Basque
Country.
In
particular,
I
suggest
a
framework
which
draws
attention
to
the
horizontal
and
vertical
dynamics
of
collective
action.
W.
James
Jacob,
Jing
Liu,
and
Che-­‐Wei
Lee.
“Policy
Debates
and
Indigenous
Education:
The
Trialectic
of
Language,
Culture,
and
Identity.”
In
Indigenous
Education:
Language,
Culture,
and
Identity,
edited
by
W.
James
Jacob,
Sheng
Yao
Cheng,
and
Maureen
K.
Porter.
Dordrecht,
The
Netherlands:
Springer,
2014.
In
this
chapter,
we
introduce
key
policy
debates
on
indigenous
education
and
address
the
increasingly
important
role
educational
institutions
can
and
should
play
in
revitalizing,
preserving,
and
promoting
indigenous
languages,
cultures,
and
identities
in
the
twenty-­‐first
century.
We
examine
five
countries—China,
Mexico,
Taiwan,
Uganda,
and
the
United
States—using
document,
policy,
and
discourse
analyses
to
scrutinize
each
state’s
indigenous-­‐education
policies
and
their
respective
controversies.
These
five
countries
are
found
to

11. Quarterly
Newsletter
Fall
2014
11
Member
Publications
(cont’d)
3
share
a
common
trialectic
of
language,
culture,
and
identity
surrounding
indigenous-­‐education
policy.
We
argue
that
an
education
policy
that
intentionally
or
unintentionally
causes
the
assimilation
of
indigenous
peoples
into
the
dominant
national
culture
is
a
form
of
genocide
operating
via
the
destruction
of
indigenous
peoples’
languages,
cultures,
and
identities.
Our
analysis
of
the
five
countries
also
unveils,
to
some
degree,
three
common
phenomena:
(a)
indigenous
languages
that
affect
the
vitality
of
indigenous
cultures
and
identities
are
discriminated
against
and
marginalized
by
government
via
mainstream
educational
systems;
(b)
governments
disregard
the
importance
of
culturally
relevant,
responsive,
and
sustaining
education
in
the
making
and
implementing
of
indigenous
education
policies,
though
in
fact
it
is
indispensable
to
revitalizing
indigenous
language
and
identity;
and
(c)
the
unstable
and
complex
policies
and
criteria
for
recognizing
indigenous
identities
make
it
difficult
for
indigenous
peoples
to
identify
themselves
vis-­‐à-­‐vis
their
own
tribal
communities.
This
chapter
is
of
significance
in
illuminating
the
dynamic
relationships
between
these
five
states’
ideologies
and
their
indigenous
populations’
reactions.
It
also
provides
stakeholders
with
a
better
understanding
of
how
national
indigenous-­‐education
policies
relate
to
their
strategic
use.
Laura
A.
Valdiviezo
Cosmovisiones
indígenas
y
construcciones
sobre
la
interculturalidad
en
la
educación
bilingüe
[Indigenous
cosmovision
and
constructions
about
interculturality
in
bilingual
education]
Revista
Peruana
de
Investigación
Educativa
2013.5
(2013):
99-­‐123.
Since
its
beginnings
in
the
1990s,
intercultural
bilingual
education
(IBE)
has
been
fueled
by
global
policy
which
promotes
cultural
pluralism
and
education
access
for
Indigenous
populations
as
a
response
to
the
need
of
furthering
their
access
to
quality
education
that
addresses
Indigenous
languages,
knowledges
and
cultural
practices.
IBE
constitutes
part
of
national
policy
in
different
Andean
countries
with
diverse
local
implementation
experiences.
The
conceptualization
of
interculturality
in
Peru
has
remained
as
an
abstract
educational
principle
with
a
denied
pedagogical
perspective.
The
absence
of
opportunities
for
teacher
professional
development
in
intercultural
pedagogy
has
forced
and,
at
the
same
time,
has
allowed
teachers
to
intuitively
interpret
IBE
in
practice.
This
has
resulted
in
uneven
pedagogies
as
well
as
in
lost
opportunities
of
educational
innovation.
This
article
examines
the
implementation
of
an
IBE
program
in
three
schools
in
the
rural
South
of
the
Andes.
Based
on
an
ethnographic
study
of
IBE
teachers,
the
present
article
analyzes
teachers’
interpretations
about
interculturality.
In
as
much
as
4
exposing
the
challenges
of
IBE,
the
article
aims
at
emphasizing
the
potential
of
a
pedagogy
that
centers
on
critical
knowledge
that
affirms
diversity
and
that
promotes
quality
education
for
all.
In
this
perspective,
the
study
aims
at
presenting
a
reflexive
analysis
of
IBE
not
only
as
pedagogic
alternative
for
Indigenous
communities,
but
also
as
an
approach
that
considers
the
pedagogical
and
political
implications
of
intercultural
education
beyond
the
rural
setting.
Laura
A.
Valdiviezo,
Margaret
Felis,
and
Sandy
Browne
Language
Rights
for
Social
Justice:
The
Case
of
Immigrant
Ethnolinguistic
Minorities
and
Public
Education
in
the
United
States.
Affirming
Language
Diversity
in
Schools
and
Society:
Beyond
linguistic
apartheid.
Ed.
Pierre
Orelus.
New
York:
Routledge,
Taylor
and
Francis,
2014.
147-­‐164.
In
the
context
of
continuous
struggle
for
education
access
and
the
language
rights
of
immigrant
populations
in
the
United
States,
it
is
of
particular
importance
to
understand
the
conditions
of
immigrant
populations
who
are
part
of
Indigenous
and
ethnolinguistic
minority
sectors
in
their
own
countries
and
who
arrive
to
this
country
among
larger
immigrant
groups
but
who,
in
fact,
bring
their
own
linguistic
and
cultural
identity
which
constitutes
them
as
a
minority
within
minorities.
We
wish
to
call
attention
to
these
communities
in
the
context
of
the
United
States,
where
public
education
is
lawfully
offered
to
all
but
where,
we
argue,
the
education
system
has
seldom
recognized
and
addressed
the
cultural
and
language
resources
of
these
now
increasing
minority
populations.
Laura
A.
Valdiviezo
Political
Discourse
and
School
Practice
in
Multilingual
Peru
In
The
Education
of
Indigenous
Citizens
in
Latin
America.
Ed.
Regina
Cortina.
Multilingual
Matters,
2014.
187-­‐210.
Through
narrative
case
analysis
of
political
discourse
and
school
practice
I
examine
how
intercultural
policy
vis-­‐à-­‐vis
ideologies
of
Indigenous
exclusion
are
appropriated
across
political
and
education
institutions
in
the
Peruvian
context.
Particularly,
the
analysis
included
in
this
chapter
shows
that
definitions
of
education
and
Indigenous
people
in
contemporary
Peru
continue
to
reflect
a
colonial
legacy
of
deficit
and
exclusionary
ideologies
towards
Indigenous
worldviews,
cultures
and
languages
despite
two
decades
of
de
jure
intercultural
policy.
Most
importantly,
the
argument
I
develop
in
this
chapter
shows
the
importance
of
focusing
attention
on
local
teachers
as
agents
of
change
and
on
schools
as
spaces
that
can
foster
Indigenous
citizenship,
challenge
socioeconomic
inequalities
and
the
overall
status
quo.

12. Quarterly
Newsletter
Fall
2014
12
JOB
ANNOUNCEMENTS
http://www.tc.columbia.edu/provost/index.asp?Id=Faculty+SearchesInfo=Open+Rank+Professor%2C+International+a
nd+Comparative+Education
Tenure-­‐Track
Assistant
Professor
or
Tenured
Open
Rank
Professor
in
International
and
Comparative
Education
with
Specialization
in
Languages,
Communities
and
Schools,
Starting
September
2015
Position:
Teachers
College,
Columbia
University
is
seeking
a
Tenure-­‐Track
Assistant
Professor
or
Tenured
Open
Rank
Professor
of
International
and
Comparative
Education
to
engage
in
research,
teaching,
and
advising
in
its
Program
in
International
and
Comparative
Education.
Responsibilities:
Develop
and
maintain
a
significant
program
of
research
and
publication.
Teaching
responsibilities
include
graduate
level
courses
in
international
educational
development
and
comparative
and
international
education.
Academic
advisement
responsibilities
include
working
with
both
masters
and
doctoral
students
on
thesis
projects
and
dissertations.
Qualifications:
Applicants
must
have
an
earned
doctorate
in
international
and
comparative
education
or
related
discipline.
The
ICE
Program
seeks
an
individual
who
shows
evidence
of
research
on
education
policies
as
they
pertain
to
community
languages
taught
in
schools,
languages
in
informal
education
setting,
minority
communities
and
schools,
participatory
development
and
community
empowerment.
Applicants
with
professional
and
project
experience
in
developing
countries,
including
demonstrated
success
in
securing
external
funding,
will
be
given
preference;
other
professional
experience
in
international
education
development
will
also
be
considered.
In
addition,
applicants
should
demonstrate
knowledge
in
qualitative
or
quantitative
research
methods.
Finally,
the
successful
candidate
will
show
evidence
of
exemplary
teaching
and
advisement.
Applications:
The
applicant
should
submit
a
curriculum
vitae,
two
writing
samples,
a
list
of
three
professional
references,
and
a
letter
of
interest
detailing
how
the
applicant
meets
the
criteria
for
the
position.
The
appointment
is
expected
to
begin
in
September
2015.
Review
of
applications
will
begin
October
15,
2014
and
continue
until
the
search
is
completed.
Applications
should
be
sent
to
Professor
Regina
Cortina,
Chair
of
Search
Committee
for
International
and
Comparative
Education,
Teachers
College,
Columbia
University,
c/o
Lisa
Daehlin,
Secretary
for
Search
Committee
for
International
and
Comparative
Education,
Teachers
College,
Columbia
University.
Email
submission
is
preferred
(sent
in
a
single
email,
with
documents
in
PDF
format,
including
applicant
name
on
each
individual
file)
to
daehlin@tc.edu.
Hard
copies
also
accepted:
Box
211-­‐S,
525
W.
120th
Street,
New
York,
NY
10027.
Teachers
College
as
an
institution
is
committed
to
a
policy
of
equal
opportunity
in
employment.
In
offering
education,
psychology,
and
health
studies,
the
College
is
committed
to
providing
expanding
employment
opportunities
to
minorities,
women,
and
persons
with
disabilities
in
its
own
activities
and
society.
Teachers
College,
Columbia
University
525
West
120th
Street,
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York,
NY
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http://www.tc.columbia.edu/

13. Quarterly
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2014
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