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Jollof Rice and other revolutions : a novel in interlocking stories
\"Moving between Nigeria and America, Jollof Rice and Other Revolutions is a window into the world of accomplished Nigerian women, illuminating the challenges they face and the risks they take to control their destinies. Students at an all-girls boarding school, Nonso, Remi, Aisha, and Solape forge an unbreakable sisterhood that is tempered during a school rebellion, an uprising with repercussions that will forever reverberate through their lives. The children of well-to-do families, these young women have been raised with a thirst for independence, believing a university education is their right--a legacy of ambition and hope inherited from their foremothers. Leaving school and adolescence behind, the women grapple with the unexpected possibilities--and limitations--of adulthood and the uncertainties of the world within and outside of Nigeria. A trip to Ghana opens Nonso's eyes to the lasting impact of the transatlantic slave trade, she falls in love with an African American, and makes a new home in the United States. Remi meets Segun, a dynamic man of Nigerian descent from Yonkers whose own traumatic struggles and support gives her the strength to confront painful family wounds. Aisha's overwhelming sense of guilt haunts her, influencing career and relationship decisions until she sees a chance to save her son's life and, through her sacrifice, redefine her own. Revolving around loss, belonging, family, friendship, alienation, and silence, Jollof Rice and Other Revolutions is a moving, multifaceted portrait of lives shaped by hope and sorrow--of women who must contend with the ever-present and unsettling notion that moving forward in time isn't necessarily progress.\" -- publisher's website.
Book
Boarding School Voices
Boarding School Voices is both an anthology of mostly
unpublished writing by former students of the Carlisle Indian
Industrial School and a study of that writing. The boarding
schools' ethnocidal practices have become a metaphor for the worst
evils of colonialism, a specifiable source for the ills that beset
Native communities today. But the fuller story is one not only of
suffering and pain, loss and abjection, but also of ingenious
agency, creative syntheses, and unimagined adaptations. Although
tragic for many student, for others the Carlisle experience led to
positive outcomes in their lives. Some published short pieces in
the Carlisle newspapers and others sent letters and photos to the
school over the years. Arnold Krupat transcribes selections from
the letters of these former students literally and unedited,
emphasizing their evocative language and what they tell of
themselves and their home communities, and the perspectives they
offer on a wider American world. Their sense of themselves and
their worldview provide detailed insights into what was abstractly
and vaguely referred to as \"the Indian question.\" These former
students were the oxymoron Carlisle superintendent Richard Henry
Pratt could not imagine and never comprehended: they were
Carlisle Indians .
eBook
Girl detective
Eleven-year-old Friday Barnes discovers that her ultra exclusive boarding school is a hotbed of crime and soon she is investigating the disappearance of homework, stolen desserts, and a mysterious yeti haunting the school swamp.
Book
The Effect of Boarding on the Mental Health of Primary School Students in Western Rural China
Based on the panel data of 20,594 fourth- and fifth-grade students in the western provinces A and B in China, this paper analyzed the effect of boarding at school on the mental health of students using a combination of the propensity score matching (PSM) and difference-in-differences (DID) methods. The results showed that boarding had no significant effect on the mental health of students, but the tendency of loneliness among boarding school students was increased. Heterogeneity analysis found that fifth-grade students whose parents had both left home to work were more likely to have poorer mental health when boarding. This paper has essential policy significance for guiding rural primary schools to improve the mental health of boarding school students, especially left-behind children.
Journal Article
Connections, community and context : The importance of post-boarding school pathways and re-engagement for remote Aboriginal students
For many remote Aboriginal Australian students, periods of time during their secondary education are spent living away from home at a boarding school. While financial, political and community support is burgeoning for boarding models
that provide scholarships, sports programs or accommodation for Aboriginal and Torres Strait Islander students, very little academic research or evidence exists that examines the experiences of students post-boarding. This paper forms
part of a broader doctoral research study, but specifically focuses on how past students, families and communities from remote South Australia view the outcomes of boarding. Using a Grounded theory design, thematic analysis of 32 semi-
structured interviews with past students, families and community members led to the identification of three main themes: connections (early exits), community (re-engaging in education), and context (employment in remote communities).
Findings indicated that outcomes are not linear nor easily defined. Developing a theory of change was recommended as a future approach to help families, students and remote schools to clearly define goals and measures of success for each
student, recognising a range of interpretations and conceptions of 'success', and adapting these goals as necessary. [Author abstract]
Journal Article
Silver
When the students at Mortingham Boarding Academy find a group of strange, silvery beetles on school grounds they are excited, but when the beetles attack them and a mysterious virus starts spreading, a group of mismatched students must work together to survive.
Book
Development of Rational Emotive Education Module for Stress Intervention of Malaysian Boarding School Students
This article discusses the development and validation of a Rational Emotive Education (REE) module for the stress intervention of Malaysian boarding school students. The module comprises four submodules, namely, Acceptance, Feelings, Beliefs, and Disputing Beliefs that have been developed by using the Rational Emotive Behavioral Therapy (REBT) approach. The validation stage which was evaluated by a panel of experts showed that the module’s content validity value is .92. Meanwhile, the reliability testing performed using a set of questionnaires indicated the reliability coefficient of .93 This article demonstrates how a rigorous procedure can be applied to develop and validate an effective stress intervention module before it can be administered in an actual study. The results also demonstrate how the REE module which is based on the REBT approach can be applied by school counselors for the purpose of stress intervention in an educational setting.
Journal Article
Havoc
Fleeing Scotland in the wake of family disgrace, 16-year-old Ida Campbell secures a scholarship at a failing girls' boarding school on a remote part of the south English coast. Despite the eccentricities of her new Headmistress, who warns her of the dangers of the Cold War and the ever-present threat of the bomb, St Anne's seems like a refuge to Ida. But all this is about to change. For a start, her new room-mate is the infamous Louise Adler, potential arsonist and hardened outcast. Meanwhile, the geography teacher Eleanor Alston, in her late thirties, a disastrous love affair in her wake, faces the new term with weary resignation. But the fragile ecosystem of the school is disrupted by the arrival of a new teacher, Matthew Langfield. Eleanor has an uneasy feeling he is not who he says he is. And things only get worse when a mysterious sickness starts to spread throughout the school, causing strange limb jerks and seizures among the pupils. What is happening to the girls of St Anne's? Could there be a poisoner among them? Is Ida's scholarship really an escape, or is it instead a new nightmare?
BOOK
A 'better' education: An examination of the utility of boarding school for indigenous secondary students in Western Australia
Over the past 10 years, great improvements have been observed in the Year 12 attainment rate of Indigenous Australians. This has been due, in part, to government funding of programmes aimed at improving education opportunity for Indigenous Australian students, including funding of scholarships for students from remote areas to attend boarding schools. The current qualitative study investigated the perspectives of school leaders and Indigenous secondary students across the Australian state of Western Australia, on the utility and impact of this boarding provision. Students identified that boarding education allowed them to achieve a dual goal of meaningful career pathways and improved health outcomes, although they faced challenges unique to the Indigenous boarding school experience in terms of student self-concept, racism, homesickness and post-school transitions.
Journal Article