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Garza, Thomas. “I’m in the Room! Addressing Diversity, Equity, Access, and Inclusion in the Language Classroom with the World Readiness Standards,” Language Matters Professional Development Series, Texas Language Center, University of Texas, Austin, TX, September 8, 2022.

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I’m in The Room! Addressing DEAI in the Language Classroom with the World Readiness Standards

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Garza, Thomas. “Teaching [Russian] while [Brown]: Reflections on Language Teacher and Learner Identities in the Diverse Classroom,” Language Matters Professional Development Series, Texas Language Center, University of Texas, Austin, TX, September 13, 2023.

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Teaching [Russian] while [Brown]: Language Teacher and Learner Identities in the Diverse Classroom

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Garza, Thomas. “Uncomfortable Conversations: On Preparing BIPOC University Students for Study in Russia,” ASEEES NewsNet, 61(2). March 2021.

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Garza, Thomas. “Changing course(s): On race, intersectionality, and the syllabus,” contribution to Decolonizing Slavic Studies: Pedagogy and Practice, A. Banerjee and G. Safran, eds. Special Forum of Slavic and East European Journal, vol. 64, no. 4. Winter 2020,  pp. 578-580.

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Changing Course(s): On Race, Intersectionality, and the Syllabus

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Contribution to a Symposium: Working Towards Equity in Slavic Language and Literature Programs

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Garza, Thomas. “Digital humanities, access, and the teaching of Russian language and culture,” with Irene Krasner [50% contribution], Russian Language Journal, vol. 71, no. 1, 2021, pp. 5-26.

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Garza, Thomas. “Raise your hand: Online language and culture instruction, inclusivity, and critical pedagogy,” Russian Language Journal, vol. 71, no. 2, 2021, pp. 289-304.

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Garza, Thomas. “Here, there, and elsewhere: Reimagining Russian language and culture courses for social justice,” Russian Language Journal, vol. 71, no. 3, 2021, pp. 41-64.

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Garza, Thomas. “You’re still muted: Technology, access, equity, and world language learning,” contribution to Intersection of Technology and Diversity, Equity, and Inclusion, K. Evans-Romaine and S. Quinn, eds. Special Symposium for Slavic and East European Journal, vol. 67, no. 4. Winter 2023 [in press].

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You're Still Muted: Technology, Access, Equity, and World Language Learning

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You're Still Muted: Technology, Access, Equity, and World Language Learning

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Resources for study abroad in non-ethnically Russian spaces (a google doc for the continued collection of resources and ideas for moving discussion forward from RT 1-3 Rethinking Teaching Practices in Russian in 2023) (please add contributions)

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Resources for study abroad in non-ethnically Russian spaces (a google doc for the continued collection of resources and ideas for moving discussion forward from RT 1-3 Rethinking Teaching Practices in Russian in 2023) (please add contributions)

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Resources for students abroad in non-ethnically-Russian spaces

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A compilation on a google doc of the ideas expressed in response to the questions:                             1. What have learned from our colleagues with diverse backgrounds?                                                               2. How can we can apply this information to creating more culturally responsive classrooms?                         *Suggested resources follow 

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A compilation on a google doc of the ideas expressed in response to the questions:                             1. What have learned from our colleagues with diverse backgrounds?                                                               2. How can we can apply this information to creating more culturally responsive classrooms?                         *Suggested resources follow 

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Advancing I.D.E.A.S. in REEES at Howard University

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Advancing I.D.E.A.S. in REEES at Howard University

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https://www.reeesthinktank.com

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Meduza's podcast on Russians moving to Kazakhstan and Central Asia

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Meduza's podcast on Russians moving to Kazakhstan and Central Asia

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https://meduza.io/episodes/2022/09/30/lyudi-iz-rossii-spasayuschiesya-ot-mobilizatsii-nahodyat-ubezhische-na-kavkaze-i-v-tsentralnoy-azii-pochemu-tam-ih-prinimayut-namnogo-luchshe-chem-v-evrope

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Люди из России, спасающиеся от мобилизации, находят убежище на Кавказе и в Центральной Азии. Почему там их принимают намного лучше, чем в Европе? — Meduza

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С началом мобилизации из России уезжают тысячи людей, которые опасаются призыва, в основном в страны с безвизовым въездом для россиян. На границах с ними — например, с Грузией и Казахстаном — образовались многокилометровые очереди и пробки.

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https://meduza.io/episodes/2022/12/14/vkusno-i-tochka-hochet-vyyti-za-predely-rossii-v-tom-chisle-v-iran-razve-to-chto-ostalos-ot-rossiyskoy-seti-makdonaldsa-nuzhno-komu-to-za-granitsey
The podcast about Macdonalds leaving Russia, and the alternative Russian business going to Kazahkstan and Iran

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Данное сообщение (материал) создано и (или) распространено иностранным средством массовой информации, выполняющим функции иностранного агента, и (или) российским юридическим лицом, выполняющим функции иностранного агента.

Этот материал можно скачать в PDF и отправить тем, кто не умеет обходить блокировки. Или просто распечатать.

12 декабря генеральный директор "Вкусно - и точка" Олег Пароев заявил о выходе сети ресторанов быстрого питания на зарубежные рынки.

По его словам, "Вкусно - и точка" обязалась не конкурировать с "Макдоналдсом" и работать только в тех странах, где нет заведений американского бренда. В результате рестораны российской сети могут появиться в Армении, Узбекистане и Киргизии. Еще одним направлением станет Абхазия, которую в компании считают "отдельной страной".

В ноябре 2022 года стало известно, что "Вкусно - и точка" также заменит все рестораны "Макдоналдс" в Беларуси.

Сеть в том числе рассматривает возможность выйти на рынки дальнего зарубежья, отметил Пароев. Он не назвал конкретные страны, но заметил, что одним из крупных рынков, на котором не присутствует "Макдоналдс", является Иран.

По данным компании, в России сейчас открыты почти все 850 точек, ранее принадлежавших "Макдоналдсу".

Как сейчас устроен бизнес "Вкусно - и точка" в России?

Насколько он успешен?

И сможет ли компания осуществить международную экспансию?

Рассказывает журналистка и автор телеграм-канала "Хэппи мил" Алина Дидковская.

🎙Подписывайтесь на подкаст "Что случилось", мы есть на всех основных платформах. А также подписывайтесь на ютьюб-канал с нашими подкастами, там тоже можно комментировать главные новости дня. Пишите нам по адресу [email protected] .

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медуза подкасты

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что случилось подкаст

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что случилось медуза

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владислав горин

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алина дидковская

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телеканал дождь

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вкусно и точка

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вкусно и точка отзывы

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вкусно и точка беларусь

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вкусно и точка иран

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вкусно и точка абхазия

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почему вкусно и точка хуже макдональдс

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макдональдс в россии

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почему макдональдс ушел из россии

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почему макдональдс сменил название

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макдональдс в беларуси

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когда макдональдс вернется в россию

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вкусно и точка отравление

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макдональдс дома

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"Вкусно - и точка" хочет выйти за пределы России. Разве то, что осталось от российской сети "Макдоналдса", нужно кому-то за границей? - Meduza

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Данное сообщение (материал) создано и (или) распространено иностранным средством массовой информации, выполняющим функции иностранного агента, и (или) российским юридическим лицом, выполняющим функции иностранного агента. Этот материал можно скачать в PDF и отправить тем, кто не умеет обходить блокировки. Или просто распечатать.

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https://www.youtube.com/@EasyRussianVideos
Videos about Russian Language in the Baltics

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Easy Russian is a project to help you learn Russian in an authentic and fun way. We interview people in the streets of St. Petersburg, Moscow and other cities in Russia. All our videos have subtitles in Russian and English. Easy Russian is part of the global project Easy Languages. Our videos are p…

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A podcast about Russian diasporas in different countries:

https://meduza.io/episodes/2022/04/15/iz-rossii-v-ocherednoy-raz-v-ee-istorii-massovo-uezzhayut-lyudi-kak-ustroeny-russkie-diaspory-pochemu-immigranty-ne-lyubyat-drug-druga-i-pokinutuyu-rodinu

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Из-за войны в Украине из России уехали десятки тысяч людей. Самые популярные направления - страны постсоветского пространства, а также Турция, Сербия, Израиль. Россияне станут частью русскоязычной диаспоры, численность которой во всем мире составляет миллионы человек.

Самые большие русскоязычные диаспоры - в Германии и США. Они формировались десятилетиями; самые крупные волны связаны с белой эмиграцией и с распадом Советского Союза.

9 апреле в Штутгарте 190 автомобилей с российскими флагами проехали колонной по городу. Они выступали против "дискриминации русскоговорящего населения" и "русофобии". Участники включали гимны России и Германии, а также танцевали под "Калинку". Организатор похожего автопробега в Берлине жаловался, что ему и его семье стали поступать угрозы, его страницу заполнили фотографиями убитых мирных жителей Украины.

В новом эпизоде подкаста "Что случилось" говорим о диаспоре с Александром Ручкиным, доктором исторических наук, исследователем русской диаспоры в США, а также с Алексеем Юсуповым, политологом из Берлина, который больше 20 лет живет в Германии.
В этом выпуске:
- Кто входит в русскую диаспору и в чем ее особенности?

- Как устроена диаспора в США и Германии?

- Мифы о русской диаспоре
Не забудьте подписаться на имейл-рассылку "Медузы" и на наш телеграм-канал (их трудно заблокировать).
Таймкоды:

00:00 Приветствие

03:58 О волнах эмиграции

07:06 Постсоветская диаспора в США

08:46 Русскоязычная диаспора в Германии

13:26 Мифы о диаспоре

17:05 Особенности русской диаспоры

26:37 Почему диаспора не лоббирует интересы России

43:16 О русификации диаспоры

🎙Подписывайтесь на подкаст "Что случилось", мы есть на всех основных платформах. А также подписывайтесь на ютьюб-канал с нашими подкастами, там тоже можно комментировать главные новости дня. Пишите нам по адресу [email protected] .

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чтослучилось

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медузаподкаст

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медузановости

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владиславгорин

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политэмигранты

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эмиграциявгерманию

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эмиграциявсша

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новостироссии

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новостиукраины

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войнавукраине

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войнасукраиной

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войнанаукраине

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новостикиева

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новостиодессы

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новостихарькова

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новостильвова

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русскаядиаспора

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русскиегермании

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германияпробеги

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русскиетурция

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русскиетбилиси

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русскиеереван

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мифыодиаспоре

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Из России в очередной раз в ее истории массово уезжают люди. Как устроены русские диаспоры? Почему иммигранты не любят друг друга и покинутую родину? - Meduza

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Из-за войны в Украине из России уехали десятки тысяч людей. Самые популярные направления - страны постсоветского пространства, а также Турция, Сербия, Израиль. Россияне станут частью русскоязычной диаспоры, численность которой во всем мире составляет миллионы человек.

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https://podcasts.apple.com/ru/podcast/%D1%82%D0%BE%D0%B6%D0%B5-%D1%80%D0%BE%D1%81%D1%81%D0%B8%D1%8F/id1481569839

A series of podcasts for teachers to listen to for a better understanding of the diversity of Russian regions.

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Разговоры о том, из чего состоит Россия: о нашем культурном наследии, которое мы не всегда замечаем, о том, из чего складываются разные идентичности на территории нашей страны, о ценностях вокруг нас, которые надо научиться ценить, от заброшенных церквей до индустриальных заброшек, от деревенского экзорцизма до кавказского шансона.

Ведущие - антрополог Дмитрий Опарин и журналистка Мария Семендяева.

Разговоры о том, из чего состоит Россия: о нашем культурном наследии, которое мы не всегда замечаем, о том, из чего складываются разные идентичности на территории нашей страны, о ценностях вокруг нас, которые надо научиться ценить, от заброшенных церквей до индустриальных заброшек, от деревенского экзорцизма до кавказского шансона.

Ведущие - антрополог Дмитрий Опарин и журналистка Мария Семендяева.

Лучик света

Большое спасибо за новые выпуски. Пожалуйста, выпустите готовые до конца. Они успокаивают и помогают хоть немного отключиться и отойти от всего происходящего❤️ Только от вашей прекрасной заставки уже успокаиваешься)

Большое спасибо

Готова быть с вами в любом формате и в любое время

Тоже Россия

Неплохой был подкаст про Россию и малоизвестные темы о ней.

Особенно радовали выпуски про города и национальности.

Жаль под конец пошли довольно нудные имхо, выпуски про деколонизацию и прочая, но за первые выпуски подкаста спасибо.

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«тоже россия»

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Разговоры о том, из чего состоит Россия: о нашем культурном наследии, которое мы не всегда замечаем, о том, из чего складываются разные идентичности на территории нашей страны, о ценностях вокруг нас, которые надо научиться ценить, от заброшенных церквей до индустриальных заброшек, от деревенского э...

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An article by a Kazakh woman about the problem of nationality vs. citizenship - 

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An article by a Kazakh woman about the problem of nationality vs. citizenship - 

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Радио Азаттык

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Я поменяла паспорт недавно. Трудно уже вспомнить, в который раз: из-за образа жизни и некоторой рассеянности я меняю главный гражданский документ гораздо чаще, чем того требует закон, и в моем архиве накопились самые разнообразные паспортины - выданные разными государствами и органами власти, с разными ID-номерами и даже названиями страны. Kazakstan, Kazakhstan - нет и не было в моей жизни стабильности.

В октябре 2015-го всё происходило в страшной спешке: в старом паспорте не осталось свободных страниц для заграничных виз, что обнаружилось перед самой командировкой.

Может быть, из-за этой спешки меня и застал врасплох вопрос о пятой графе.

- Национальность будете указывать? - равнодушно-дежурно спросил подполковник миграционной полиции.

И я растерянно уставилась на него, не зная, как отвечать.

Вопрос поставил меня в тупик, ведь это сложный вопрос - о самой сути того, кто я есть: я - казашка.

Это уточняющее "казашка" - сопровождало меня всю жизнь. Мы, дети многонациональной советской страны, указывали свою национальность везде - в школе, в больнице, в пионерских лагерях, в каких-то необязательных анкетах.

15 русских, восемь немцев, три татарина и два казаха - я до сих пор помню национальный состав своего первого класса. Перечислять, считать, взвешивать людей больших и маленьких на каких-то невидимых весах народонаселения не было стыдным, а главное, в том не было недоброго умысла.

15 русских, восемь немцев, три татарина и два казаха - статистика, не более того.

Никакую этническую группу в нашем классе не выделяли, оценок не завышали и не занижали, просто подчеркивали лишний раз: Ваня русский, а Марат казах - и всё это было так диковато-наивно, что даже не разъединяло людей.

Однако странная на современный лад бытовая национальная политика закладывала в жителей огромной империи, которые были прежде всего советскими людьми, - национальное чувство. Особенно актуальное для русскоязычных казахов, воспитанных на русском языке и русской культуре, - неизменно уточняющее "казах", возможно, было в числе прочих условий, не давших людям окончательно забыть свои корни.

Казашка - быстро отвечала я на вопрос и всегда чувствовала себя ею - без надрыва, гордости или, наоборот, сожаления (бывает и такое). Просто я есть. И вот мне предлагают от этого "я", важной части себя, а может быть, стержня моей личности - отказаться. Зачем? Чтобы стать казахстанкой.

"Всё чаще и чаще я воспринимаю свое "британство" как поверхностное преобразование моей фундаментальной английскости, новый фасад, неуклюже приляпанный к гораздо более старому зданию. Британия - паспортное слово, удобное организационно и целесообразное политически. Во всех ситуациях важных мне самому я - англичанин, а не британец", - писал о своей национальной идентичности великий англичанин Джон Фаулз.

Казахстанец - не менее казенное слово, чем британец, только лишенное его величия и масштаба.

Во всех ситуациях важных мне самой я - казашка, а не казахстанка. И я искренне не понимаю, кому какой от этого ущерб. Уберите из паспорта это уточнение, и непонятно, что останется через поколение, и останется ли вообще. Признаем - мы не англичане, за нами нет этого мощного исторического и культурного бэкграунда, который как рассыпанные хлебные крошки в лесу никогда не дадут детям из сказки потеряться и всегда приведут домой. Наше здание не такое старое и прочное, как английское, а к нему уже неуклюже лепят новый фасад.

Ощущение себя в мире человека, чей народ строил прекрасные города, делал великие научные открытия, создавал великую литературу, художественные полотна, музыку... и самоощущение человека, чей народ только проснулся от вековой спячки, - не просто разное, оно космическое, между ними бездна комплексов, высокомерия, обид и зависти. Первому легко задушить в своих дружеских объятиях второго - слишком велико обаяние великих культур. Легко стать англичанином в Англии, французом во Франции, русским в России - совсем другое дело стать казахом в Казахстане.

Полное и безоговорочное принятие чужой культуры - естественный, как любовь, интимный акт. Насильно мил не будешь. Если вам нечего предложить другим, то не стоит рассчитывать, что с вами сольются в порыве страсти. В лучшем случае, это будет гражданский акт.

Но если другие не хотят быть казахами - в чем я их понимаю и ни на минуту не попрекаю, - зачем мне отказываться от самой себя?

- Так вы будете указывать свою национальность? - нетерпеливо спросил меня полицейский.

- Конечно, буду.
Публикации раздела "Блогистан" могут не отражать позицию Азаттыка.

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архив статей

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Гульнара БАЖКЕНОВА

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Быть казашкой, а не казахстанкой

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Я поменяла паспорт недавно. Трудно уже вспомнить, в который раз: из-за образа жизни и некоторой рассеянности я меняю главный гражданский документ гораздо чаще, чем того требует закон, и в моем архиве накопились самые разнообразные паспортины - выданные разными государствами и органами власти, с...

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Pu Wang’s talk at the Jordan Center (October 2022) on the intersections of Russian and Chinese cultures 

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Pu Wang’s talk at the Jordan Center (October 2022) on the intersections of Russian and Chinese cultures 

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" All Events

This event has passed.

- 3:30 pm

How did Russian-Soviet literature and culture shape Chinese modernity and especially dominate twentieth-century China's cosmopolitan imaginations? Why does the so-called "Russian soul" - the Russian spirit or even the Russian ideology - continue to be influential in the contemporary Chinese consciousness in an age of China's global rise (and Putin's war in Ukraine)? Addressing such questions, Dr Wang's talk will fall into two parts. The first half will be a general survey about the presence- or the omnipresence - of Russian-Soviet influences in China's cultural, intellectual, and spiritual transformation throughout the short revolutionary century and the following postsocialist marketization. Taking a reverse direction, the second part will be a case study of Chinese revolutionary intellectuals' travel writings about the USSR. Situating a series of texts from the 1930s to the 50s in an international genre and genealogy of Soviet travelogues, this talk will explore the Chinese authors' encounters with the Soviet Human (Homo Sovieticus or Sulian ren) in a foreign communist land, and try to unearth in such textual instances another utopian possibility of travel and solidarity in the twentieth century - a century that was was a Soviet century, China's revolutionary century, and a short century of radical cultural politics. Can we use that kind of internationalist encounters to critique our (post)contemporary global imaginaries?
Watch the event recording on YouTube here.
Pu Wang is associate professor of Chinese literature and chair of the Comparative Literature Program at Brandeis University. He received his PhD in Comparative Literature from NYU in 2012. He is author of The Translatability of Revolution: Guo Moruo and Twentieth-Century Chinese Culture (Harvard University Asia Center, 2018). He is the translator of the Chinese edition of Walter Benjamin: A Critical Life. Currently he is conducting research on Western Marxism, the Global 60s, and twentieth-century Chinese travel writings. Pu Wang is also an awarded poet writing in Chinese.

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The Russian Soul and the Soviet Human in Modern Chinese Culture (with Pu Wang) - NYU Jordan Center

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How did Russian-Soviet literature and culture shape Chinese modernity and especially dominate twentieth-century China's cosmopolitan imaginations? Why does the so-called "Russian soul" - the Russian spirit or even the Russian ideology - continue to be influential in the contemporary Chinese consciousness in an age of China's global rise (and Putin's war in Ukraine)?

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Alexandrov's The Black Russian _ the story of Frederick Bruce.

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Alexandrov's The Black Russian _ the story of Frederick Bruce.

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Alexandrov's The Black Russian _ the story of Frederick Bruce.

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I grew up in New York City in a Russian emigre family and wanted to be a scientist from an early age. However, after getting Bachelor's and Master's degrees in Geology from Queens College and The City College of New York, I decided that I'd learned enough about the natural world but didn't understand myself or other people. My solution was to switch to studying literature and the humanities, which resulted in my getting a Ph. D. in Comparative Literature from Princeton. This helped, and the quest continues. After teaching in the Slavic Department at Harvard, I moved to Yale University in 1986, where I continue to teach courses on Russian literature and culture. I live in Hamden, Connecticut, with my wife, and have a son who is in graduate school in Washington, D. C., and a daughter who finished college in 2011 and is working in NYC.

I used to be an avid tennis player before I started to work on THE BLACK RUSSIAN. But Frederick Thomas proved to be such a fascinating character, and the search for information about him through a labyrinth of archives and libraries so engrossing (with lots of research trips both in the United States and abroad), that tennis began to feel increasingly like a distraction from what I wanted to do (I switched to a gym instead). So, I gradually gave up the game, although I may go back to it now that I finished the book.

I have found the process of writing up my findings as compelling as the detective-like hunt for information that occupied me earlier. It's a fascinating challenge to remain absolutely faithful to the facts while you try to squeeze every last drop of information out of them and bring them to life in your imagination. It's also a daunting but a very seductive challenge to find a way to narrate the story in a way that is vivid, compelling, and true.

ADVANCE PRAISE FOR THE BLACK RUSSIAN:

"This well-written book is about one of the most fascinating black men of modern times. Like Jack Johnson, Frederick Thomas was a brilliant, proud and ambitious black man who experienced the heights of success and the depths of failure - in a foreign land. Don't miss this masterful work!" Cornel West, public intellectual, author of Race Matters, The Rich and the Rest of Us (with Tavis Smiley, 2012)

"As a reader, I found myself fascinated by this well-written story. As a writer, I found myself envious of Vladimir Alexandrov for having discovered such a remarkable man whose life, both triumphant and tragic, spans continents, wars and a revolution-and whom no one seems to have noticed before. An extraordinary and gripping book." Adam Hochschild, prize-winning author of the New York Times best-seller To End All Wars: A Story of Loyalty and Rebellion, 1914-1918

"Hang on for the ride of a lifetime. With the verve of a novelist . . . Alexandrov takes one on an adventure through pre-war Mississippi, London, Paris, Tsarist Russia and the Bolshevik Revolution, ending up in decadent Constantinople." John Bailey, author of The Lost German Slave Girl

"In The Black Russian, Vladimir Alexandrov tells the keenly researched and vividly written story of one of the more extraordinary characters in African-American history. Alexandrov deftly brings to life the succession of complex milieus in the United States, France, Russia, and Turkey in which Frederick Bruce Thomas achieved both his improbable successes and his haunting defeats. This is a tale to remember." Arnold Rampersad, award-winning and best-selling biographer of Ralph Ellison, Langston Hughes, and Jackie Robinson

"That truth is ever stranger than fiction is underscored by the story of Frederick Bruce Thomas. The highs and lows of Thomas's unlikely life journey are skillfully unfurled by Vladimir Alexandrov." Elizabeth Dowling Taylor, author of the New York Times best-seller A Slave in the White House

"As the granddaughter of a family that escaped from Russia because of the Bolshevik Revolution, I read The Black Russian in one sitting. Vladimir Alexandrov has done more than tell the story of a forgotten man, he has woven a fascinating tapestry of Moscow life before the October Revolution. The reader is offered a unique front-row seat to Moscow's Pre-Revolutionary beau monde and a hair-raising escape days before the Bolshevik takeover. Frederick Thomas's unlikely ascent from Mississippi farmboy to Moscow impresario is a surprising tale with those most American of themes: tenacity and self-invention." Olga Andreyev Carlisle, author of Solzhenitsyn and the Secret Circle

"Vladimir Alexandrov provides a powerful counter-narrative to the conventional Great Migration story of southern blacks migrating North en masse in the decades after the Civil War. . . . In assembling the facts of Thomas's story, Alexandrov relates in vivid detail the political, financial, and emotional highs and lows of this man's incredible life." Carla L. Peterson, author of Black Gotham: A Family History of African Americans in Nineteenth-Century New York City

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The Black Russian [Alexandrov, Vladimir] on Amazon.com. *FREE* shipping on qualifying offers. The Black Russian

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Russia and the Negro: Blacks in Russian History and Thought by Allison Blakely

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Russia and the Negro: Blacks in Russian History and Thought by Allison Blakely

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Russia and the Negro: Blacks in Russian History and Thought by Allison Blakely

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It's a good reference or textbook on this subject, some places are boring.
You can find a lot of info about Black people living in Tzar's Russia and Soviet Union, some of that unknown and amusing.

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Russia and the Negro: Blacks in Russian History and Thought

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Russia and the Negro: Blacks in Russian History and Thought [Blakely, Allison] on Amazon.com. *FREE* shipping on qualifying offers. Russia and the Negro: Blacks in Russian History and Thought

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The following sources were put in the chat -

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The following sources were put in the chat -

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To support people in Ukraine, you can use Etsy and purchase download coloring book pages by Ukrainian artists. This is just one of the example: 

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To support people in Ukraine, you can use Etsy and purchase download coloring book pages by Ukrainian artists. This is just one of the example: 

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Ukraine Coloring Page Printable Adult Colouring Pages Book - Etsy

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This Digital Prints item by coloringbooks2020 has 120 favorites from Etsy shoppers. Ships from United States. Listed on Nov 29, 2022

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The following questions will be explored:

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The following questions will be explored:

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How might we continue to discuss the ethnic diversity within the Russian Federation, as well in the Russian diaspora in the near abroad, especially in the context of the war in Ukraine? How do we do this without being perceived to be promoting a Russian imperialist agenda? What are current best practices for teaching about the diversity of the Russophone world?

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https://ctl.columbia.edu/resources-and-technology/resources/designing-inclusive-syllabus/

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Many of the syllabus elements in this section may look familiar, and perhaps already appear in your syllabus. But, what are they communicating to students? While the previous section offered overall design strategies, the following section helps to put these strategies in action, highlighting how you might make specific syllabi elements more inviting and inclusive.

Instructor Information
It's important for students to know where, how, and when they can contact their instructors. At a basic level, this means including your preferred contact information (e.g., email, office phone number, etc.), along with your office hours and location; you might even consider including information about expected response times (e.g., weekend email response, how long to wait before sending a follow-up, etc.). Being explicit benefits both students and instructors: for students, they will know the best methods of communication and expectations around response times, while for instructors, this helps to set boundaries around response and meeting times early on. This is also an opportunity to talk with students about the purpose and value of office hours, and how they might leverage that time.

Statement of Values
Perhaps less common on syllabi are statements of values. You might consider including a summarized version of your teaching philosophy. Or, you might include a statement about your commitment to inclusive or anti-racist pedagogies. These statements can help set the tone of your course, and demonstrate what you value in your teaching. You might also consider including a bit of information about your own interest in the course topic and material. Your enthusiasm about a particular topic can help inspire students taking the course, while also helping students get to know you in the process.

Course Goals and Objectives
The course goals and objectives are a key part of any syllabus. They are an opportunity for instructors to tell students what exactly they will learn and do throughout the course. Bain (2004) describes this section as the promises, or opportunities: "What kind of questions would [the course] help students answer? What kind of intellectual, physical, emotional, or social abilities would [the course] help them develop?" (75). In this way, course goals and objectives, rather than a list of decontextualized skills or competencies (e.g., "Developing algorithms" vs. "Developing algorithms to identify patterns in large datasets"), can become a roadmap for students, helping them more deeply understand their own learning and role in the course. For further support with designing course objectives, see the CTL's Course Design Essentials self-paced course , specifically module 2, "Articulating Learning Objectives."

Assessment
The syllabus should clearly identify for students how they will demonstrate their learning in the course, and how this work will be assessed. In the "How to Create a Syllabus" guide, Gannon (2018) describes assessment as "the vital practice of telling your pedagogical story: What are your students learning? How well are they learning? How can we prove that learning is occurring?" (n.p.). In this way, assessment and grading policies become less about specific rules, and more about providing students with a roadmap for success. A clear outline of assignments and grading expectations can help students understand what they will do throughout the course, how they will practice and demonstrate learning, and how they will be assessed. A clear and transparent assessment section similarly benefits instructors, as they will often see "less student frustration, anxiety, and/or complaints with a thorough and accessible presentation" in the assessment section of a syllabus (Gannon, 2018, n.p.). For further support with designing course objectives, see the CTL's Course Design Essentials self-paced course , specifically module 3, "Assessing Student Learning."

Policies
There are a number of policies instructors include on a syllabus: attendance, technology, late work, accessibility, etc. While these policies are important, and, in some cases, required, there are ways to communicate expectations that are inviting and clear. Consider being transparent about you have certain policies in place; for example, if you have a strict attendance policy, you might include a note about the important role of participation and discussion in your course. Additionally, consider how you might "[reframe] 'accessibility' as a matter for the entire class - and not just a few student 'exceptions' who need to be 'accommodated'" (Gannon, 2018, n.p). Lastly, consider how you might build in flexibility with your policies, and make that flexibility explicit for all students.

The policy section of a syllabus is also a great opportunity to partner with your students to co-construct or collaborate on course policies. For example, you could talk with students about the role of technology in the classroom and what kinds of behaviors are appropriate; this discussion could then result in a co-constructed technology policy. This collaboration can leave students feeling a greater sense of agency and ownership over their own learning. It's helpful to think of the syllabus as a living document, rather than a static one; elements like policies can be returned to and revisited to incorporate students' diverse perspectives throughout the course.

Resources to Support Student Success
In addition to addressing how you, as the instructor, and TAs (when applicable) will support student success throughout the course, the syllabus is also a great place to include other institutional resources for students. Including resources to support students signals to students that you care about their success both in and outside of the classroom, while also showing students where they might turn for further support. Some of these resources might include:

Columbia University Writing CenterThe Columbia University Writing Center offers 1-1 writing support for students at any stage of their writing process, from brainstorming to final drafts.

Columbia University LibrariesThe Columbia Libraries offer several areas of support for students, including research support, workshops and training, and more.

Well-Being at Columbia, Office of University LifeOverview of campus resources, programs, and practical strategies for well-being for Columbia students.

Live Well | Learn Well, Undergraduate Well-Being at ColumbiaComprehensive list of resources for students to maintain their well-being at Columbia. These range from Academic Advising to Inclusion and Belonging.

Course Schedule
The course schedule gives students a full scope of the roadmap of the course; it is also an opportunity for students to see different elements (e.g., course materials, assessments, learning goals) come together in a clear plan for the semester. The course schedule likewise presents an opportunity for instructors to introduce students to potential information schemas that could further help them categorize their learning. For example, you might consider framing weekly readings by overarching questions, themes, or topics; such an organization would help students begin to make connections between the various course materials and assignments. Lastly, when designing your course schedule, be sure to consult not only the university academic calendar, but other major religious holidays as well. The inclusion of these dates on your course schedule signals to your students that you care, and that you recognize the various identities and perspectives your students are bringing to the course. For guidance on religious holidays, see the Academic Affairs Office Religious Holidays resource page.

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This resource is intended to provide a starting point for instructors designing inclusive syllabi. Explore general strategies for inclusive syllabus design, dive deeper into specific syllabus elements, and reflect your current syllabus and re-imagine it with a focus on inclusivity.

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I would also recommend introducing Nargiz from Uzbekistan to your students as she breaks several stereotypes . Her song from 2021 Не солдат may fit the current context https://www.youtube.com/watch?v=Gy2_XYfQuEU

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I would also recommend introducing Nargiz from Uzbekistan to your students as she breaks several stereotypes . Her song from 2021 Не солдат may fit the current context https://www.youtube.com/watch?v=Gy2_XYfQuEU

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НАРГИЗ - «ТЫ - МОЯ НЕЖНОСТЬ»

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Тоже Россия has lots of materials on Instagram: 

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Тоже Россия has lots of materials on Instagram: 

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Otyken from Siberia might also be appealing to our students: 

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Otyken from Siberia might also be appealing to our students: 

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Разговоры о том, из чего состоит Россия: о нашем культурном наследии, которое мы не всегда замечаем, о том, из чего складываются разные идентичности на территории нашей страны, о ценностях вокруг нас, которые надо научиться ценить, от заброшенных церквей до индустриальных заброшек, от деревенского экзорцизма до кавказского шансона.

Ведущие - антрополог Дмитрий Опарин и журналистка Мария Семендяева.

Разговоры о том, из чего состоит Россия: о нашем культурном наследии, которое мы не всегда замечаем, о том, из чего складываются разные идентичности на территории нашей страны, о ценностях вокруг нас, которые надо научиться ценить, от заброшенных церквей до индустриальных заброшек, от деревенского экзорцизма до кавказского шансона.

Ведущие - антрополог Дмитрий Опарин и журналистка Мария Семендяева.

Лучик света

Большое спасибо за новые выпуски. Пожалуйста, выпустите готовые до конца. Они успокаивают и помогают хоть немного отключиться и отойти от всего происходящего❤️ Только от вашей прекрасной заставки уже успокаиваешься)

Большое спасибо

Готова быть с вами в любом формате и в любое время

Тоже Россия

Неплохой был подкаст про Россию и малоизвестные темы о ней.

Особенно радовали выпуски про города и национальности.

Жаль под конец пошли довольно нудные имхо, выпуски про деколонизацию и прочая, но за первые выпуски подкаста спасибо.

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«тоже россия»

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Разговоры о том, из чего состоит Россия: о нашем культурном наследии, которое мы не всегда замечаем, о том, из чего складываются разные идентичности на территории нашей страны, о ценностях вокруг нас, которые надо научиться ценить, от заброшенных церквей до индустриальных заброшек, от деревенского э...

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Джаро & Ханза (of the Armenian heritage) 

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Джаро & Ханза (of the Armenian heritage) 

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Джаро & Ханза

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Джаро & Ханза - Королева танцпола (Официальное видео 2019)

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cultural intro of Sakha/Yakitia — Snow Raven is amazing! 

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cultural intro of Sakha/Yakitia — Snow Raven is amazing! 

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SNOW RAVEN (OLOX) - From Nature with Love (NPR Tiny Desk contest 2022)

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Lee Roby's Россия - многонациональная страна inquiry-based project (to accompany the text mezhdunami.org -unit 2.7)

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Lee Roby's Россия - многонациональная страна inquiry-based project (to accompany the text mezhdunami.org -unit 2.7)

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ASEEES (2021) Национальности в Иркутске (2.7) (Россия - многонациoнальная страна)

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Севaра from Uzbekistan is also great performer 

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Севaра from Uzbekistan is also great performer 

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Севара - Там нет меня (Официальное видео)

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MANIZHA - НЕДОСЛАВЯНКА

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Hey geograpeeps! Welcome to Geography Now! This is the first and only Youtube Channel that actively attempts to cover profiles on every single country of the world. We are going to do them alphabetically so be patient if you are waiting for one that’s down the road. CONTACT US if you are from a…

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Diversity and inclusion at the lower levels of proficiency IIIExpanding cultural representationThe following questions will be explored: 

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Diversity and inclusion at the lower levels of proficiency IIIExpanding cultural representationThe following questions will be explored: 

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How do students come to understand “Russian culture” and the Russian Federation through our classes? What images and topics are represented? How have we expanded the representations to promote diversity and inclusion? How do we avoid presenting stereotypes and oversimplifications? What work would we still like to do? What do we need in order to do it?

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Easy Russian Story | Talking about hobbies | Level A1 | TPRS Russian | Comprehensible Input

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Teaching Tolerance. (2016). Social justice standards: The teaching tolerance anti-bias framework.

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Teaching Tolerance. (2016). Social justice standards: The teaching tolerance anti-bias framework.

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https://www.learningforjustice.org/sites/default/files/2020-09/TT-Social-Justice-Standards-Anti-bias-framework-2020.pdf

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Lee's handout on dress code (colors, clothing, adj/noun agreement) with a social justice bent

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Lee's handout on dress code (colors, clothing, adj/noun agreement) with a social justice bent

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Какую форму носят школьники в разных странах мира (AATSEEL)

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I like to add the topic of second hand clothes and explore its popularity in the US and in Russian speaking countries. This website is very helpful because of the listing of various clothing items, but also because you can search for an item, including by a color. 

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I like to add the topic of second hand clothes and explore its popularity in the US and in Russian speaking countries. This website is very helpful because of the listing of various clothing items, but also because you can search for an item, including by a color. 

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Теперь качественная одежда, обувь и аксессуары доступны для вас круглые сутки. Не нужно ждать открытия офлайн точки, чтобы стать обладателем красивых, стильных вещей за реальные деньги. Приобретайте их онлайн.

Работа нашей интернет-площадки имеет ряд преимуществ и достоинств:

Постоянно пополняемый, большой ассортимент. В любой категории товаров представлены тысячи наименований.

Выбор широк и покупателю не приходится идти на компромиссы. Не понравилась расцветка, размер, покрой? Не переживайте! Обратите внимание на аналоги.

Не нужно посещать точки офлайн продажи секондхенда. Находясь у экрана компьютера или взяв в руки смартфон, вы быстро закажите понравившиеся образцы. А получите их в короткий срок, благодаря удобной работе службы доставки.

Многочисленные акции, скидки, программы лояльности. С ними шансы на приобретение стильной, презентабельной вещи по минимальной цене выше!

Ассортимент магазина европейского секонд-хенда

Покупателю удобно выбирать из простого и понятного каталога, поделенного на разделы:

Кроме одежды предлагаем обувь секонд хенд и сумки секонд хенд, спецодежду и другие товары. Любое изделие сопровождается подробной информацией о нем:

размерность (с адаптацией к российским размерным линейкам);

материал;

состояние;

наличие на вещи дефектов и ее особенности.

Любое изделие сопровождается качественным фото с возможностью увеличения. Если у вас остаются вопросы по обслуживанию и ассортименту, можете задать их консультантам магазина по телефону: 8 (800) 50-50-239. Такая помощь максимально упростит процесс онлайн-покупки.

В основе ассортимента магазина "Сэконом" европейская, качественная и долговечная одежда. В большинстве случаев она в идеальном или хорошем состоянии. На ней нет дефектов и следов носки.

Простой заказ - наше дополнительное преимущество

Приглашаем зарегистрироваться. Затем сложите понравившиеся вещи в электронную корзину и не забудьте воспользоваться удобными опциями:

Бронирование - Выбрав этот способ заказа вы можете бесплатно хранить оплаченные товары на нашем складе до 30 дней, дополнять его до нужной вам суммы и количеству товаров. Вы можете отказаться от забронированных позиций в любое время и только в этом случае будет взимается оплата за услугу хранения в сумме 20 рублей за 1 единицу товара.

Резерв товара в корзине - Так как все товары магазина представлены в единственном экземпляре для вашего удобства реализовано автоматическое закрепление за вами выбранного изделия и на протяжении получаса другие покупатели не смогут его заказать.

Акции и скидки на секонд-хенд

Раздел каталога " Распродажа секонд-хенд " посвящен товарам, не нашедшим своего покупателя за длительный период. Нередко они имеют неходовой размер или непопулярную расцветку. Причем в большинстве случаев они новые, или без явных следов носки.

Для постоянных покупателей предусмотрена система накопительных скидок до 15% на весь ассортимент секонд хенда из Европы от магазина "Сэконом". Которыми можно воспользоваться при дальнейших покупках. Покупатели могут пользоваться услугами нашего комиссионного магазина, сдавая туда вещи на реализацию.

Никакого риска. Только удобства

Выберите удобный для вас способ оплаты:

Наложенный платеж;

Оплата по QR- коду или электронный платеж банковской картой через защищенное соединение;

Банковским переводом на счет магазина по реквизитам высланным вам по электронной почте;

В разделе " Помощь " подробно описана инструкция возвращения изделий, если они вам не подошли.

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секонд хенд интернет-магазин одежды

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Cеконд-хенд интернет-магазин Сэконом с бесплатной доставкой по России

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Теперь качественная одежда, обувь и аксессуары доступны для вас круглые сутки. Не нужно ждать открытия офлайн точки, чтобы стать обладателем красивых, стильных вещей за реальные деньги. Приобретайте их онлайн. Работа нашей интернет-площадки имеет ряд преимуществ и достоинств: Постоянно пополняемый, большой ассортимент. В любой категории товаров представлены тысячи наименований.

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We just had a very successful learning activity about housing that I have developed with DEIA-principles in mind. My students “visited” their host families in Russia, Ukraine, Lithuania, and Latvia. We use dollar street, and students examined their hosts’ living conditions, compared them, decided who has money and who does not and why. 

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We just had a very successful learning activity about housing that I have developed with DEIA-principles in mind. My students “visited” their host families in Russia, Ukraine, Lithuania, and Latvia. We use dollar street, and students examined their hosts’ living conditions, compared them, decided who has money and who does not and why. 

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Dollar Street - photos as data to kill country stereotypes

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Imagine the world as a street. Everyone lives on Dollar Street. The poorest to the left and the richest on the right. Every else live somewhere in between. Where would you live? Visit Dollar Street and see homes from hundreds of homes from all over the World.

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Task-Based Instruction for Teaching Russian as a Foreign Language (Routledge Russian Language Pedagogy and Research)

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Task-Based Instruction for Teaching Russian as a Foreign Language (Routledge Russian Language Pedagogy and Research) [Nuss, Svetlana V., Whitehead Martelle, Wendy] on Amazon.com. *FREE* shipping on qualifying offers. Task-Based Instruction for Teaching Russian as a Foreign Language (Routledge Russian Language Pedagogy and Research)

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A great website for renting apartments in Kazakhstan:  Lots of Russian who avoid mobilization use it. A great resource for teaching!

# data[].attributes.subject
A great website for renting apartments in Kazakhstan:  Lots of Russian who avoid mobilization use it. A great resource for teaching!

# data[].attributes.attachment_link.readable_text
"Под крышей дома своего..."

Каждый человек хотя бы раз в своей жизни неминуемо сталкивается с операциями на рынке недвижимости. И неудивительно, ведь все мы живём на собственной либо арендованной жилплощади, работаем в помещениях, которые являются объектами недвижимости.

Практически каждый из нас мечтает о приобретении большой красивой квартиры или дома, и многим эту мечту удаётся реализовать. Кроме того, есть немало людей, для которых операции с недвижимым имуществом - это их бизнес или работа.

Именно потому, что недвижимость - это неотъемлемая часть нашей жизни, сайт krisha.kz, в деятельности которого на равных правах принимают участие все участники рынка, очень популярен в Казахстане уже много лет. Кем бы вы ни были: брокером, владельцем крупной риелторской компании, покупателем, продавцом, арендатором или арендодателем - наш сайт будет очень полезным для вас.

krisha.kz - это постоянный доступ к актуальной базе объявлений о продаже, покупке, аренде квартир, домов, дач, земельных участков в городах и сёлах Казахстана, а также к информации о любых видах коммерческой недвижимости. Во всех объявлениях указана цена объекта, что очень важно для анализа конкретной ситуации.

Читайте новости, аналитические материалы и статьи о состоянии и перспективах рынка. Задавайте вопросы - и мы с удовольствием на них ответим. Наши еженедельные обзоры рынков позволят вам постоянно держать руку на пульсе, а у хорошо информированного человека всегда больше шансов для совершения выгодной сделки. Работая с объявлениями о покупке, продаже и аренде, вы всегда будете знать реальные цены.

С нами у каждого есть замечательная возможность купить, продать, сдать, снять или обменять недвижимость без посредников. Но если вы не уверены, что отлично разбираетесь в юридических тонкостях, или по какой-то причине не можете уделить достаточно времени поиску подходящих вариантов, обращайтесь к профессионалам. При помощи krisha.kz вы легко подберёте наиболее подходящие риелторскую и юридическую компании, которые сэкономят ваше время и снизят риски при любых операциях с недвижимостью.

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недвижимость

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Крыша. Недвижимость в Казахстане - объявления о продаже недвижимости Казахстана

# data[].attributes.attachment_link.description
Каждый человек хотя бы раз в своей жизни неминуемо сталкивается с операциями на рынке недвижимости. И неудивительно, ведь все мы живём на собственной либо арендованной жилплощади, работаем в помещениях, которые являются объектами недвижимости. Практически каждый из нас мечтает о приобретении большой красивой квартиры или дома, и многим эту мечту удаётся реализовать.

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Atabek, a young Uzbek man from Osh, Kyrgyzstan, makes plov: 

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Atabek, a young Uzbek man from Osh, Kyrgyzstan, makes plov: 

# data[].attributes.headline
ACTR webinar on Gender-Inclusive Language and Practices for Teaching from 2021, the recording is located here: 

# data[].attributes.subject
ACTR webinar on Gender-Inclusive Language and Practices for Teaching from 2021, the recording is located here: 

# data[].attributes.attachment_link.title
Gender-Inclusive Language and Practices for Teaching: ACTR webinar

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эштон-чирилло

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Транс*сообщество - Парни ПЛЮС

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Транс*сообщество - Парни ПЛЮС

# data[].attributes.headline
Diversity and inclusion at the lower levels of proficiency IITopics discussed will include “home,” “clothing,” “food,” “free time,” “travel” The following questions will be explored: 

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Diversity and inclusion at the lower levels of proficiency IITopics discussed will include “home,” “clothing,” “food,” “free time,” “travel” The following questions will be explored: 

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1.     How do we discuss the topics of home, clothing, food, free time, travel and/or money/cost in a way that supports diversity and promotes inclusivity?

2.     How might we go even further to explore social justice concepts through these topics at the lower proficiency levels?

3.     Can we help students to see these realities as embedded both in cultural values and socio-economic realities?

4.     Can our lessons help students to be more reflective of these realities?

5.     Can a more nuanced way of addressing these topics help students to develop intercultural competencies?

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Topics discussed will include: names, pronouns, family members, professions, discussing relationships and marriage status.

# data[].attributes.subject
Topics discussed will include: names, pronouns, family members, professions, discussing relationships and marriage status.

# data[].attributes.body
The following questions will be explored: 1. How do we get to know our students? 2. What personal and family information do we ask from our students and what options do we provide to them for self-expression? 3. How do we do this in a way that promotes inclusivity and a sense of belonging?4. What instructional practices promote inclusivity and belonging? 5. What are some typical oversights in either our instructional methods or our content that can lead to alienation?

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Teaching in a time of crisis/trauma-informed teaching, etc. etc.

# data[].attributes.subject
Teaching in a time of crisis/trauma-informed teaching, etc. etc.

# data[].attributes.attachment_link.provider_name
Center for Innovative Teaching and Learning

# data[].attributes.attachment_link.readable_text
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Teaching during a Crisis

Teaching during a Crisis

Teaching during a Crisis

Many events unfolding over the past year—COVID-19, protests over racial injustice, conflicts over the elections, riots in the US Capitol, and more—have had signficant impacts on our students, making it more difficult to focus on their learning. Some of these are ongoing tragedies that impact students in chronic ways, but when a specific crisis occurs, it can put up a sudden wall to students' ability to engage in our courses. Instructors often wonder if and how they should address a crisis or tragedy, especially if it doesn't seem to have obvious connection to their course content. The impacts of these events don't stop at classroom or disciplinary boundaries, however, so it is important that all instructors are ready to address these issues and help students find ways to navigate a crisis and succeed in the course.

It is important to note that a crisis or tragedy might not impact all students the same, nor may an event even seem like a crisis for some individuals. For example, a racially-charged attack on campus might have significant traumatic impact on students of color, but have less impact on white students. It is important that instructors acknowledge crises by their impact on students.

We offer the following suggestions in hopes they can help you better prepare to support your students.

Note: If the crisis involves the death of a student, consider the suggestions in "What to Say after a Student Dies" from The Chronicle of Higher Education.

Say Something

Research on reactions of students to the 9/11 terrorist attacks clearly indicates that they want their instructors to acknowledge stressful or tragic events, even if it isn’t within the purview of the course’s content (DiPietro, 2003). Addressing tension around a crisis can help students, whether you take time for a discussion or simply acknowledge the challenges some students may be facing. Just don’t discount or ignore a situation that might significantly impact students; the research says they notice, and it influences their opinions of the course and instructor, which in turn can impact their success in your course and beyond.

Communicate You Care

Whether or not your subject area has anything to do with the topic of the crisis, and even if you don’t normally build close relationships with your students, it is important that you express that you care about them and their success. And, yes, you can do that without opening your class to politically-charged discussions or becoming an ad hoc counselor for your students.

Here is some sample language to use and adapt; note that it 1) acknowledges the real impact on students; 2) normalizes struggles by admitting stress impacts you, too; 3) suggests ways to get help; and 4) reinforces that you care about their success. And importantly, it is apolitical and supports all students. If you meet with students online, saying this in a live meeting or in a video recording may be more meaningful and personal than sending it in an email.

I recognize that there has been a lot of tension around the demonstrations and riots in Washington, on top of all the other stressors of COVID-19. I know this has all had an impact on me, too, sometimes making it hard to focus on my work. If you are struggling with these events, please seek out help and support—whether that is from friends or professionals at CAPS. And please talk to me if you are struggling with your work in this course. I want to make sure you succeed, especially in a stressful time like this.

If you are comfortable with it, you might also consider sharing with your students a bit about how you are coping with stress. It could be as simple as talking about how you take time for self-care—sharing some de-stressing or time-management strategies, posting a poem or song that helps you get through rough times, or sharing a cute picture of your child or dog.

Think about Timing and Deadlines

While you cannot schedule in advance for an unexpected crisis, be aware of scheduling issues that might arise as a crisis unfolds. If you have the ability to shift your class schedule and move deadlines, students may be able to better attend to your assignments. Trying to compete with a crisis for students' emotional and cognitive capacity won't work well for anyone.

As a crisis unfolds, you might plan to record lectures, knowing students may be preoccupied during live class meetings. So, recognize the inevitable stress and competing demands for attention, and give your students a break from big deadlines for a few days… and yourself from needing to grade work or prepare lessons.

Rely on Disciplinary Connections

Be ready to talk about the crisis and its implications from your disciplinary perspectives—whether that involves an overt content connections, potential impacts events might have on your field of study, insights your field might bring to consideration of the event and its impact, or the promotion of effective argumentation and analysis. Not only does this disciplinary connection make discussion of social and political issues more relevant and appropriate in your classes, but it also provides students with frameworks for discussing complex and sometimes emotional issues. Be certain that you acknowledge the diversity of perspectives within your discipline, so students can see the complexity of issues and approaches.

Admittedly, sometimes students may want (and need) to discuss their emotional responses to issues, but if that doesn’t fit with your class and teaching approach, you can acknowledge their concerns and gently nudge them back to applying class concepts to the issues at hand. Or you may have a different focus for different conversations—some discussions may be more open, and others more discipline-focused. Here is some sample language to adapt to your situation:

I understand that this is an emotional topic for many of us. While I acknowledge the frustration and concern you may feel, I want to help you see how we can bring our disciplinary ways of thinking to these issues. So, for now, how can we apply class concepts to explain this topic? I’ll be prompting you to re-think or rephrase your comments within certain concepts and theories we’ve been studying.

Recognize Vulnerabilities

Some students have a lot at stake in some tragedies or crises, feeling that events  spotlight their social identities and may even put them at risk: Latinx students who feel targeted by immigration policies and the use of stereotype to describe their communities, Black students who feel threatened by racist groups that feel emboldened in the current political climate, or conservative students who feel they cannot express their opinions without being attacked or shunned by classmates. Vulnerabilities may be heightened online as anonymity and distance can depersonalize communication and embolden people to say more harmful things online.

Be aware of these vulnerabilities when you have class discussions, knowing that students may feel uncomfortable engaging in conversations or other activities. You might include ways for students to communicate these concerns to you, and offer them other opportunities to meet related course objectives. Or you may consider other mechanisms for communicating ideas, such as this approach:

Have student respond to prompts (e.g., “What concerns you most about the riots and protests in Washington?”), but have them “pass around” those responses so someone else is randomly assigned to give them voice, at which point the class can discuss what they hear happening in that response. In a pre-COVID class, this involves dropping your note into a box and picking another one out to read aloud. Online, it could involve an anonymous survey, with you distributing the answers with randomly assigned readers.

Communicate How Participation Impacts your Grading

Students may be hesitant to share their views because they may perceive risks related to grading. In short, they may fear your grading of them may be biased if you hold opposing viewpoints. Be clear about how any politically-related discussion or activity will (or will not) be graded. If a discussion is outside of the course’s learning outcomes, be clear about it not impacting their grades. If it is related to learning outcomes, and you do intend to grade their engagement or performance, make sure your grading criteria are clear, such as a rubric and examples of different levels of work quality. And as mentioned above regarding vulnerability, avoid grading participation, and be ready to offer alternate assignments for those students who feel at risk in your classroom. Finally, note that students may worry about instructor bias outside of politically-related activities, so you will likely have to increase the grading transparency for all of your assignments during the semester to build trust and confidence of fairness.

Lay Some Ground Rules

Part of any sensitive class discussion involves setting ground rules for the conversation, which are even more productive if they are generated and agreed to by the group. But while these guidelines help manage the immediate discussion, just as important is attention to the longer-term stability of the learning community. Should an event—an election, impeachment or legislative vote, or other political decision—go against us, how would we want to be treated by those on the "other side"? When there is disagreement, particularly over political matters, how can we commit to moving forward as classmates and co-learners in this class or major? While some responses to these questions might be cliché, other responses might reveal personal vulnerability and real concerns that humanize us and make us more than political opponents.

Prepare for Class Discussions

There are many ways we can manage difficult classroom discussions—conversations on those “hot” topics which may be important to have, but which can cause discomfort in our students or which have a higher risk of becoming uncivil. The three broad catagories to consider include:

Preparing for discussions: Establish clear goals, provide pre-discussion activities to shape the conversation, establish discussion guidelines, and be open with students about the challenges ahead.

During class: Provide frameworks and guiding questions for the discussion, actively manage or moderate discussions, pause for structured reflection if tensions rise, and be ready to confront inappropriate language.

Following up: Synthesize the discussion to demonstrate value, reflect on the conversation’s dynamics, and share relevant support resources on campus for students who need them.

Provide Students with Resources

As part of supporting students whose stress levels may increase to the point of crisis, make sure they know of resources that are available to them. Consider pointing to resources as part of your larger messaging about stress surrounding the election, and work to normalize it:

“It is not uncommon for us to need extra support during stressful times, and it is perfectly normal to reach out for professional help. In fact, it is a good thing to know when to seek some extra help. So, if you think you may need help getting through this time, reach out now to the folks at CAPS, or other professionals you know.”

Counseling and Psychological Services (CAPS)

Know a student or classmate in crisis? Fill out an anonymous Care Referral and someone will reach out to them.

Practice Self-Care

It is important that you take care of yourself, too, recognizing you are not immune to stressors surrounding a crisis, on top of ongoing political unrest and the pandemic.

Look at your upcoming workload and adjust your plans to lighten that load. Build in time over the next few weeks in case you experience additional stress or anxiety that impact your work, and/or you may need to provide extra attention to students in distress. The day after a tragedy is probably not a good time for a day of Zoom meetings, big writing deadlines, or other tasks that require our best efforts. We may need to teach, but be ready to adjust those tasks and expectations, too.

Know and prepare your own support systems, whether that is family, friends, colleagues, or counseling professionals.

Learning More

To learn more, explore these resources:

Managing Difficult Classroom Discussions (IUB CITL)

Making Educational Use of Difficult Moments (IUB CITL blog post)

Trauma-Informed Teaching (IUB CITL)

Teaching and the Election (University of Oregon)

Teaching Civic Engagement across the Disciplines (American Political Science Association)

Civic Prompts: Making Civic Learning Routine across the Disciplines (AAC&U)

As always, if you want to talk more about these and other teaching strategies, you can contact the CITL to meet with one of our instructional consultants.

Sources

DiPietro, Michele (2003). The Day After: Faculty Behavior in Post-September 11, 2001, Classes. To Improve the Academy: A Journal of Educational Development, 21.1, pp 21-39. https://doi.org/10.1002/j.2334-4822.2003.tb00379.x

Sanger, Catherine Shea (2017). What to Say after a Student Dies. The Chronicle of Higher Education. October 24, 2017.

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This page addresses strategies for teaching during national and local crises.

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Rosa Bell Global connections with “mystery calls” for students to connect with volunteers from all over Latin America to practice the target language and learn about culture. 

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Rosa Bell Global connections with “mystery calls” for students to connect with volunteers from all over Latin America to practice the target language and learn about culture. 

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Teaching Tolerance Guide "Let's Talk: Facilitating Critical Conversations with Students"

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Teaching Tolerance Guide "Let's Talk: Facilitating Critical Conversations with Students"

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Toward trans-affirming & gender-just language pedagogies by Kris Aric Knisely 

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Toward trans-affirming & gender-just language pedagogies by Kris Aric Knisely 

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Kris Aric Knisely (Ph.D. French & Educational Studies, Emory University) is an author, assistant professor, and specialist in how the culturally- and linguistically- situated ways that we perceive gender enter into language teaching, learning, and use.

Learn more about Dr. Knisely's work on the linguistic practices of trans speakers of French and on the development and articulation of trans affirming language curricula, materials, research, training, and pedagogies via the bio, research, and resource pages of this site.

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Kris Aric Knisely (Ph.D. French & Educational Studies, Emory University) is an author, assistant professor, and specialist in how the culturally- and linguistically- situated ways that we perceive gender enter into language teaching, learning, and use.

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"Leveraging Diversity and Inclusivity in Japanese Teacher Community in an American High School District" by Yo Azama

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"Leveraging Diversity and Inclusivity in Japanese Teacher Community in an American High School District" by Yo Azama

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Abstract

In this modern society, a successful team is defined by how well it embraces inclusivity and diversity practices. In order to build a community in which such practice is the norm, first we must establish the environment where each team member can bring his thoughts without fear of judgement, suspension of her own perceptions, seek opportunities to stretch perspectives, and equity of voice is ensured. Such a professional learning community requires clear purpose, shared values, and mindful meeting facilitation. The success of a PLC results in the team's collective efficacy as Albert Bandura defines "a group's shared belief in its conjoint capability to organize and excute the courses of action required to produce given levels of attainment" (1997). We must pay close attention to how to establish a PLC that is inclusive and seeks diverse viewpoints, and cultivates our inner selves while developing communication skills to understand and be understood.

Copyright (c) 2020 Yo Azama

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Leveraging Diversity and Inclusivity in Japanese Teacher Community in an American High School District | Azama | Japanese Language and Literature

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Abstract In this modern society, a successful team is defined by how well it embraces inclusivity and diversity practices. In order to build a community in which such practice is the norm, first we must establish the environment where each team member can bring his thoughts without fear of judgement, suspension of her own perceptions, seek opportunities to stretch perspectives, and equity of voice is ensured.

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Транс-словарь: как корректно говорить и писать о трансгендерных людях

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Транс-словарь: как корректно говорить и писать о трансгендерных людях

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https://womenplatform.net/inspiration-and-development/trans-slovar-kak-korrektno-govorit-i-pisat-o-trans-lyudyax/

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«Лена купили новую машину»: как правильно говорить о небинарных людях. 18+

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«Лена купили новую машину»: как правильно говорить о небинарных людях. 18+

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https://bookmatejournal.livejournal.com/118553.html

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https://www.amazon.com/We-Got-This-Equity-Students/dp/B07V68H1R5/ref=sr_1_2?dchild=1&keywords=we+got+this&qid=1587910560&sr=8-2

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"That's the problem with you, Minor" a student huffed. "You want to make everything about reading or math. It's not always about that. At school, you guys do everything except listen to me. Y'all want to use your essays and vocabulary words to save my f uture, but none of y'all know anything about saving my now."

In We Got This, Cornelius Minor describes how this conversation moved him toward realizing that listening to children is one of the most powerful things a teacher can do. By listening carefully, Cornelius discovered something that kids find themselves having to communicate far too often. That "my lessons were not, at all, linked to that student's reality."

While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have. What we hear can spark action that allows us to make powerful moves toward equity by broadening access to learning for all children. A lone teacher can't eliminate inequity, but Cornelius demonstrates that a lone teacher can confront the scholastic manifestations of racism, sexism, ableism, and classism by showing:

Exactly how he plans and revises lessons to ensure access and equity

Ways to look anew at explicit and tacit rules that consistently affect groups of students unequally

Suggestions for leaning into classroom community when it feels like the kids are against you

Ideas for using universal designs that make curriculum relevant and accessible

Advocacy strategies for making classroom and school-wide changes that expand access to opportunity to your students

"We cannot guarantee outcomes, but we can guarantee access" Cornelius writes. "We can ensure that everyone gets a shot. In this book we get to do that. Together. Consider this book a manual for how to begin that brilliantly messy work. We got this."

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We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be

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Amazon.com: We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be (Audible Audio Edition): Cornelius Minor, Cornelius Minor, Heinemann: Books

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https://www.amazon.com/End-Average-Succeed-Values-Sameness/dp/0062358367

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A Conversation with Todd Rose, Author of The End of Average

Q: In your introduction to The End of Average, you say that the hardest part of learning something new is not embracing new ideas but letting go of old ones, and that the goal of this book is to liberate readers, once and for all, from the tyranny of the average. What is it exactly that you think we need to be freed from, and why is it so important to you that you get this message out?

Todd Rose: There are certain ideas, like this idea of the average person, that are so deeply ingrained in our society- everything from how we think about newborns and whether they're healthy, to the way we structure schools and workplaces, to the way we practice medicine, and so on-that we don't even question some basic assumptions. We see the challenges that are facing our society and we know that we want things like personalized medicine and personalized education and better workplace environments, but we've not really realized that at the root of those problems is a basic idea of how we see ourselves as people. My hope is to use this book to start a conversation that surfaces this basic assumption we've made about human potential, and help people to see that it's actually the thing that's holding us back.

Q: Tell us a little about the beginning of The End of Average, where you talk about how the average became the normal way to measure individuals, and the stereotypes that were validated with the "imprints of science," as you say.

Todd Rose: This whole idea of an average person happened in the mid-ninetieth century, when countries were trying to figure out how to govern rapidly growing populations. There was no science of society, no social science. And it was a French astronomer named Adolphe Quetelet who came up with the idea. He basically asked himself, "If we were all astronomers and we were trying to measure the speed of Saturn, we would all get slightly different measurements, but which one is right?" It turns out, more or less, if you average together all the speeds, the average is usually the best estimate. In astronomy, that thinking turns out to be true most of the time. So by Quetelet's logic, he figured if the average is right in astronomy, we could stop worrying about the muddle of individual people and just average them out to make an average man. He actually coined the term "the average man". He believed this thinking to be so true that any deviation from average was a monstrosity. So this became the foundation for bureaucracies, and then it slowly made its way into the rest of social science, and this thinking continues unabated today-in our education systems with GPAs and test scores, in our companies with performance reviews and hiring processes, in our healthcare system with the way we treat patients, and on and on.

Q: Tell us about your three principles for understanding individuals: the Jaggedness Principle, the Context Principle, and the Pathways Principle. They seem to really succinctly capture a very helpful way of thinking about what to do next.

Todd Rose: Basically, if we are going to say that average doesn't work and it's not type or rank that we should be looking at, then how do you understand individuals? This is the science I'm a part of, and we focus on three principles: Jaggedness, Context, and Pathways. We look for patterns about the individuals themselves in those principles. I go into detail about each in the book.

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The End of Average: How We Succeed in a World That Values Sameness

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Buy The End of Average: How We Succeed in a World That Values Sameness on Amazon.com ✓ FREE SHIPPING on qualified orders

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Ютуб канал девочки-инвалида в России, которая делится своими чувствами и каждодневными трудностями

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Ютуб канал девочки-инвалида в России, которая делится своими чувствами и каждодневными трудностями

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жизнь инвалид сма игры новости обзоры россия life disability sma games news review russia

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DW на русском

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Black Lives Matter: проблема расизма актуальна и для России

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Hammond, Zaretta. _Culturally Responsive Teaching and the Brain_

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Hammond, Zaretta. _Culturally Responsive Teaching and the Brain_

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(Grounded in the findings of cognitive science, Hammond brings together principles of Culturally Responsive Teaching and Brain-Based Learning)

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students [Hammond, Zaretta L.] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Lost in Transition: Can Inclusivity Cross a Language Barrier?

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Lost in Transition: Can Inclusivity Cross a Language Barrier?

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One of the peculiarities of modern-day expat and immigrant life is that, thanks to the internet, you can observe how your native and adoptive languages interact with each other in real time. As a transwoman teaching my native Russian in my adoptive American culture, I have the added advantage of being professionally as well as personally invested in seeing how Russian speakers react to contemporary American English. In 2020, I saw Russian debates, public and private, on the question of the Russian equivalent for American inclusive language reach a boiling point. Some of the most illuminating instances of the debate I've found are from a Russian-language online media, a Russian poet, and a Russian academic.

But first a few words about inclusive language itself. By "inclusive language" I mean language practices that acknowledge the power dynamics inherent in speech acts and that actively protect groups traditionally misrepresented or excluded from representation in language altogether. In American English, inclusive would mean antiracist, feminist, sexuality neutral - or what in both English and Russian is often described by the term "politically correct." In the specifically Russian context of the last couple of years, language of inclusivity, or rather the moral engine behind it and other adjacent modes of behavior, is also called by the umbrella term "new ethics."

Meduza, the "Russian-language online publication most cited in social media" according to one metric, is headquartered in Riga, Latvia. It is therefore outside the repressive jurisdiction of the Russian government, with its notorious "gay propaganda" law, and is free to address some of the topics normally eschewed by metropolitan news outlets. Meduza's writers often do so in a format they call "shameful questions" (shameful because controversial or traditionally passed over in silence; think "Too Afraid to Ask" subreddit meets scientific objectivity). The first batch of "shameful questions" about transgender identity and expression appeared in 2016, under the title: "He or She? Shameful Questions about Transgenders: Yes, really shameful questions (and non-shameful answers)." In it, the uncredited author listed some basic facts about transgender people, prioritizing questions of anatomy and physiology over social acceptance and inclusive terminology and, more tellingly, consistently employing the word "transgender" as a noun, a usage many in the Russian-speaking trans* community find dehumanizing.

In 2020, in an effort to explain to their readers why J.K. Rowling's transphobic statements met with criticism, Meduza issued an updated version of their original educational piece under the title: "Transgender Transition - Is It the Same as Sex Change? Transgender People Live Less Than Other People? Why Even Some Feminists Don't Like Them? Shameful questions about transgender identity - a new version!" A specially invited author, Maria Bobylyova, from the publication Takie Dela, which focuses on civic and charitable initiatives in Russia, wrote the new version from scratch. Significantly, the noun "transgender" was nowhere in the rewrite (except in the recommendation to avoid it).

And yet, because the update was occasioned not by the growing need to document transgender-inclusive language in Russia, but rather by the intensification of the culture war waged against increasingly visible transgender identities in the West, Meduza's position became more obviously detached. In the lead paragraph of the new piece, for example, Meduza's editors noted with sympathy that "many people are at a loss why Rowling's joke [about menstruating people] was offensive," and in the title, the main question was "why even some feminists don't like them" - as if the question of why transgender people could be disliked by everyone else were not "shameful" enough, or perhaps too "shameful," to warrant mentioning. One of the most popular independent outlets in the Russian-language media - and by implication its Russian readers - was thus "above the fray," not taking sides in the debate between transgender-inclusive feminists and TERFs.

This pseudo-objective attitude came to a head when at the end of 2020, Elliot Page's coming-out increased yet again the visibility of transgender and nonbinary people. The related story on Meduza was published under the title: "Ellen Page came out as a transgender man." In a remarkable footnote, the editors wrote: "When speaking about a person's past, it is correct to use the name and pronouns which that person uses now, even if in the past he or she was in a different gender role. But in order not to confuse the readers, we used the name which was indicated in the film credits [of Elliot Page's movies]." The position "above the fray" leads to inclusive language being seen as at once de rigueur and optional, presumably depending on which political camp the reader belongs to. On one hand, the Meduza editors recognized the correct usage rhetorically, but on the other they ignored it "so as not to confuse the readers."

In May 2020, the young Russian poet Galina Rymbu wrote in a passionate Facebook post that every speaker of Russian must be aware of the violence perpetrated by language and that she personally chose to replace common Russian words such as "prostitute," "transgender" (noun), and "schizophrenic" with their "non-violent" (or, person-first) equivalents: woman engaged in prostitution, or sex worker; transgender person; person with mental disorder (of a psychotic type). Within a couple of days, the post collected 570 comments and sparked a heated debate about the language of tolerance and inclusivity in Russian. Rymbu subsequently composed a poem titled "Verses in New Words" where she used her "non-violent" Russian vocabulary, most of it translations from English, to describe the experiences and realities behind such names, and the poem appeared under the title "(In)correct Verses" in Takie Dela. The violence of current language was then illustrated to startling effect by Daria Serenko's poetic response offered in support of Rymbu's experiment and printed alongside it, where the poet used as her material the largely negative and dismissive comments to Rymbu's original Facebook post. Indeed, one of the most committed feminist authors writing in Russian today, Rymbu started a conversation that involved a number of Russian literary figures and academics, many of whom were unafraid to register their displeasure at what they perceived as an attack on their civic right to free speech, and as an attempt to curtail their freedom of artistic expression.

Indicative of not only inclusive language differences, but also of Russian attitudes to American cultural trends, in December 2020 a Russian academic who holds a tenured position at an Ivy League college wrote (in Russian) a public Facebook post about the atmosphere of COVID-era academic online meetings at his institution and noted that it had become a "required ritual," "a rule of the etiquette" to respond to scholarly papers with the phrase "Thank you for being vulnerable." He pointed out that the phrase constituted a "curious inversion of the traditional meaning of the verb 'to debate,' which since the 14th century signified 'to quarrel, dispute,' also 'to combat, fight, make war.'" At the end of the post he wondered provocatively how the phrase "thank you for being vulnerable" could be translated into Russian. Predictably, the comments (also in Russian) were mostly negative, dismissive, and ironic. No serious attempt was made to translate the phrase, and the reality behind it was treated at best with the same pseudo-objective detachment as the footnote in the Meduza article.

Before I draw any conclusions, I admit that, as fascinating as the comments on social media are, they are often more outspokenly negative than the original posts, probably because comments are intended as private remarks addressed to one person, in contrast to posts, which are seen as statements intended for the public. I also admit that I chose to highlight the aforementioned examples from ostensibly well-intentioned propaganda-free discourses, so that the resistance to inclusive language would show with particular force; it is the language of educated, cosmopolitan Russian speakers who are struggling to adopt a "foreign code of conscience" - not so much because it is foreign, as because it is about power.

In the case of the faculty's Facebook post in particular, one cannot help sensing the influence of a unique kind of irony towards discourses of power. The Berkeley anthropologist Alexei Yurchak ascribed such irony to the last Soviet generation and called it stiob in his 2005 book Everything Was Forever, Until It Was No More: The Last Soviet Generation. Stiob, Yurchak writes, as practiced by late-Soviet artistic groups, "performed a displacement of the symbolic order, creating in it zones that were in-between [that is, in between pro-Communist activist and anti-Communist dissident dispositions], without ever acknowledging this fact explicitly." He continues:

By being overly devoted to replicating the precise form of authoritative texts, rituals, and images the stiob procedures unanchored the constative meanings associated with them, thus making meaning unclear, indeterminate, or even irrelevant. In other words, stiob served as a model of the "performative shift." As a result, the symbol could suddenly appear baffling or absurd.

Much like the original stiob, decontextualizing the phrase "thank you for being vulnerable" and overidentifying with the academic discourse from whence it came for the purposes of ironic deconstruction are ways of escaping a powerful ideology. But in a curious inversion, if the original stiob protected Soviet artists from the ideology of a truly life-threatening power, today's irony is supposed to protect the ironist from ideological pressures within politically correct US academia. In that, Russian irony towards political correctness resonates with, if not directly stems from, the conservative critique of political correctness in the West itself. For Western conservatives, political correctness that gives traditionally disenfranchised groups the power to define themselves is a form of oppression; they see as a kind of oppression a limit to their own power (or freedom) to oppress. The ironist in my example did not go so far as to identify openly with the conservative position, from which, as Corey Robin puts it in his 2011 book The Reactionary Mind: Conservatism from Edmund Burke to Donald Trump, "identifying as victims, [conservatives] become the ultimate moderns, adept competitors in a political marketplace where rights and their divestiture are prized commodities," but rather prevented himself from seriously engaging with the "politically correct" language of empathy. He only implied that a sincere response to it would constitute a divestiture of rights (the traditional right to "quarrel and dispute"), but the dog whistle was loud and clear to his Russian audience.

This doublespeak is less the result of personal choices on the part of the speakers than it is the reflection of their social reality. All of the examples above register a certain level of cognitive dissonance created by the fact that inclusive language, when it crosses the line from English to Russian, is double coded as both prestigious and dangerous in the eyes of educated Russian speakers, who for the most part still identify with the power structures that this language is meant to subvert. The more activists insist on the "prestige" of political correctness, the more dangerous it sounds to the "uninitiated." Even the best-intentioned attempts to translate inclusive language into Russian sound like imitations of English because the embodied reality of the majority of speakers of Russian, which defines their private and public life, their intimate and professional relationships, and ultimately their attitude to words, still remains unwelcoming to inclusivity.

The point of the Russian academic's post above was to draw attention to this imitativeness, and the point of Galina Rymbu's poetry was to push the imitativeness to the limit and, short of writing directly in English, to try to reach for the reality that lies beyond it. In either case, the Russian audience perceived no reality behind the suggested usages - except for the reality of the liberal ideology of Western democracies, which they read as either authoritative or hostile, depending on where they were on the political spectrum. Besides, thanks to years of state propaganda, even the most tolerant of speakers of Russian cannot help feeling sometimes that while liberal Western democracies were teaching Russians "proper manners" including respect for minorities, they were at the same time hypocritically excluding Russians and looking down on them as inferior and unenlightened. As a result, in Russian the expression "politically correct" came to have strong derogatory connotations, as a new and oppressive manifestation of power, a form of "liberal bias" grading into "censorship" forced by Western democracies on the rest of the world. And while national borders prove to be no obstacle for language thanks to the globalizing influence of technology, local structures of power still largely refuse to underwrite the language of "imported" values and turn it into pretend play.

Ambushed at a press-conference in Osaka, Japan, in 2019, with a question about very concrete censorship against LGBTQ+ people and content in Russia, President Vladimir Putin for the first time acknowledged the existence of transgender people but did so with his signature snide bravado: "They've thought up six or five genders - transformers, trans... I don't even understand what it is myself. [...] They need to stop violently imposing their point of view on others." Russian linguists, when they weigh in on the debate, agree that politically correct language is a linguistic imposition in Russia that alienates and antagonizes people partly because it comes from outside the groups it is supposed to represent. But even when it comes from within those groups, such as Russian nonbinary people advocating for life-saving linguistic accommodations for themselves, change meets with a backlash from the majority. As of today, the segment on language and terminology in the Russian Wikipedia article on transgender identity does not reference a single Russian-language source.

To me, the most fascinating aspect of current Russian debates around "new ethics" is how supremely theoretical and abstract they usually are. Even the biggest proponents of inclusive language in Russia portray it as an issue to be decided unilaterally for and by the majority (much like questions about women's reproductive rights all over the world are decided by men in power). When, in December 2020, a major mainstream Russian publisher released Maria Bobylyova's dictionary of politically correct Russian, the author herself compared the "illogical" nature of "new ethics" to the "illogical" nature of such religious precepts as benevolence and compassion. Compared to their American counterparts, Russian inclusive terms are not meant to represent or empower; they are meant, ultimately, to be tokens of mercy on the part of the detached majority.

Despite the government's official policy of silencing and misrepresenting minorities, despite the lack of representation which reduces Russian conversations about inclusivity to "irrational" appeals for the majority to "be nice," Takie Dela continues its crusade to introduce "tolerant lexicon" into the language, and Galina Rymbu continues to write poetry that draws the reader's attention to the ways in which the Russian language can hurt. In a glaring absence of conversations where the defined can claim the right to define themselves, it is up to Russian activists and poets to defend that right by acts of empathy and solidarity.

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Lost in Transition: Can Inclusivity Cross a Language Barrier? - BLARB

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One of the peculiarities of modern-day expat and immigrant life is that, thanks to the internet, you can observe how your native and adoptive languages interact with each other in real time. As a transwoman teaching my native Russian in my adoptive American culture, I have the added advantage of being professionally as well as personally invested in seeing how Russian speakers react to contemporary American English.

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Гендерная лингвистика

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Гендерная лингвистика

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Подкаст "Розенталь и Гильденстерн" на Медузе. Здесь вы найдете ссылки на два других эпизодов - один о феминитивах, и другой- о феминистской критике языка.

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Данное сообщение (материал) создано и (или) распространено иностранным средством массовой информации, выполняющим функции иностранного агента, и (или) российским юридическим лицом, выполняющим функции иностранного агента.

В этом сезоне Владимир Пахомов и Александр Садиков уже обсуждали гендерную лингвистику (а в первом сезоне - феминитивы): в восьмом эпизоде вместе с доцентом журфака МГУ Надеждой Смирновой ведущие выясняли, что такое феминистская критика языка и чем отличается речь мужчин и женщин.

После публикации письмо авторам подкаста написала проректор по научной работе Московской международной академии, доктор филологических наук Алла Кирилина - одна из главных специалистов по гендерной лингвистике в России. Владимир и Александр пригласили Аллу Кирилину в студию, чтобы ответить на критику предыдущего эпизода и закрыть все (ну или почти все) вопросы о гендере в русском языке.
В выпуске:

Как языки отражают неравенство мужчин и женщин? И почему многие языки ориентированы на мужскую картину мира, а в русском это проявляется не так явно?

Откуда возникла феминистская критика языка и почему она основана прежде всего на исследованиях немецкого и английского языков?

"Мама - летчик? Что ж такого": почему в советское время вопрос о равноправии в языке стоял не так остро, как сейчас?

Конфликт глобалистов и традиционалистов: как в нашей речи отражается множественность гендера? Как изменениям в языке и социуме противостоят религиозные сообщества? И почему высказывания протоиерея Димитрия Смирнова вводят в ступор даже лингвистов?

Что больше проявляется в русском языке сегодня - кризис маскулинности или объективация женщин?

🎙"Розенталь и Гильденстерн" выходит по понедельникам. Подписывайтесь на подкаст в Apple Podcasts, Google Podcasts, Castbox. Также мы есть на "Букмейте", "Яндекс.Музыке" и YouTube.

Этот эпизод мы записали вместе с кофейным брендом Jardin, который выпускает кофе во всех удобных форматах: растворимый, жареный и в капсулах. В коллекции жареного кофе Jardin восемь сортов разной степени обжарки. Выбрать сорт, который подходит именно вам, поможет тест на сайте Jardin.

Вы совершили чудо "Медуза" продолжает работать, потому что есть вы

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гендерная лингвистика

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розенталь и гильденстерн

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владимир пахомов

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александр садиков

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алла кирилина

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исследования

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критика языка

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русский язык

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андроцентричность

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антропология

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традиционалисты

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"Я росла со стихами „Мама - летчик? Что ж такого"". Доктор наук Алла Кирилина критикует "Розенталя и Гильденстерна" и объясняет, как на самом деле гендер проявляется в языке - Meduza

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В этом сезоне Владимир Пахомов и Александр Садиков уже обсуждали гендерную лингвистику (а в первом сезоне - феминитивы): в восьмом эпизоде вместе с доцентом журфака МГУ Надеждой Смирновой ведущие выясняли, что такое феминистская критика языка и чем отличается речь мужчин и женщин.

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Scenario-based Intercultural Learning for U.S. Students of Learning

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The Culture App is a series of online modules based on intercultural scenarios for U.S. undergraduate students of Arabic, Portuguese or Russian. The Culture App modules were designed for use in domestic Language Flagship programs prior to Flagship students' capstone year overseas. They can be used with any students of Arabic, Portuguese or Russian prior to a sojourn abroad or with other students in domestic courses focused on intercultural learning.

To create an account to access the modules, all you need is a valid email address.

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The Language Flagship Culture Initiative | Tech Center

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The Culture App is a series of online modules based on intercultural scenarios for U.S. undergraduate students of Arabic, Portuguese or Russian. The Culture App modules were designed for use in domestic Language Flagship programs prior to Flagship students' capstone year overseas.

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"It's time to decolonize that syllabus" by Yvette DeChavez 

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"It's time to decolonize that syllabus" by Yvette DeChavez 

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https://www.latimes.com/books/la-et-jc-decolonize-syllabus-20181008-story.html

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"It's time to decolonize that syllabus" by Yvette DeChavez

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Like many students, I grew up thinking that the most important books were written by white men. I mean, it only makes sense - by the time I finished high school, my teachers had assigned Hemingway, Faulkner and Thoreau so often that the names were synonymous in my mind with great and important writing.

When I reached college as an English major interested in American literature, the list expanded to include Roth, Updike and Pynchon. Sure, there was a sprinkling of black and Latinx works over the years, and once I even read a novel by Louise Erdrich, an enrolled member of the Turtle Mountain Band of Chippewa Indians. However, if the course wasn't specifically designated as "ethnic" literature, the occasional person-of-color text was as good as it got.

But there's nothing unusual about this. Academia, like most institutions, has long allowed white men to define the American story. Every year, students take class after class in which white writers dominate the syllabus, and students of color walk away feeling like that's all that matters, like their voices are unimportant.

So when I finally earned a PhD in literature and had the chance to design my own American lit class, I vowed to decolonize my syllabus.

In my role as a postdoctoral lecturer, decolonization manifested as a syllabus and classroom that centered on the writing and perspectives of Native Americans and people of color, including classic texts by Leslie Marmon Silko, Toni Morrison and Sandra Cisneros. This wasn't an attempt to diversify; I wasn't simply sprinkling in indigenous and person of color works. Instead, these voices were dominant.

The move was inherently political, but so is my existence as a Latinx woman with a PhD.

As Chicana, I am by definition part colonizer, part colonized - the product of the Spanish colonization of indigenous people. In the modern world, everything is touched by colonization (the theft of indigenous lands, genocide, enslavement and efforts to destroy non-white culture) and academia is about as colonized as you can get. Still, as someone committed to social justice, I have a duty to push against whiteness as default and whiteness as dominant, even when that means existing as a paradox.

After turning in my course description and a reading list that included no white men (but two white women), I received an email from a professor in the department suggesting that I change my syllabus to include "more canonical (i.e. white male)" writers. (Funny - I always thought Toni Morrison was canonical. But that's beside the point.) This professor explained that my reading list looked too much like that of an "Ethnic American" literature course, and - the kicker - if I wanted to look appealing on the job market, I should add more white men.

Now, these words implied a lot of things: that Great Literature is White Literature, that a course made up of mostly non-white American writers required a qualifier, that hiring committees knew all of this and felt the same way, that I cared more about the job market than my own pedagogy. But what this professor's words really did was confirm that I'd been right all along.

Because here's the thing: I always felt a little out of place in my literature classes (and academia in general). As a Latinx woman and a first-generation college student, I grew tired of reading the same writers, the same books, the same perspectives in every class I took. While my face remained neutral, my brain was screaming "OK man, I get it - David Foster Wallace could write. Can we move on now?"

It started to feel like there was no room for someone like me. I grew up in a mostly Latinx working class neighborhood, where lobster was the last thing anyone was considering (unless you're talking about a very special occasion, which could mean a trip to Red Lobster). And because of this, I stayed silent in class. These voices were interesting, sure, but they were so different from mine. I wanted to read something that reflected my experiences a little more, stories about what it felt like to live between two cultures at all times, stories about feeling overwhelmed by a society that tells you you'll never be as pretty as the blond-haired, blue-eyed girls.

This is one of the side effects of colonialism, one that pales in comparison but is still connected to much more critical issues like the ongoing destruction of Native lands and the deaths of unarmed black and brown people. And this was part of the reason that I wanted to create an American novel syllabus that skipped over the white dudes and instead privileged the voices of indigenous and person of color writers. I knew that there would be students like me in that crowd, and I wanted to speak to them.

Furthermore, one of the great things about literature is that it cultivates our critical thinking. Given what's going on in this country, a literature class that shows us the perspectives of the very people who are erased, called criminals, "illegal" or worthless seems pretty important, a chance for people to think more critically about what they see in the world and the stereotypes they've grown up hearing. If students are able to hear a different version of the story, one straight from the source, perhaps their worldviews might shift in a direction that means indigenous and black and brown people will no longer have to fight for their basic human rights.

The fact is, if academia continues to uphold white men as the pinnacle of literature, they're also continuing to uphold white supremacy. And when you teach mostly white men, you perpetuate the falsehood that only their voices matter, that only their voices shape America. So far, this kind of thinking has led us to the current mess we're in.

Instead of rearranging my syllabus to the professor's recommendations, I stuck with the books I'd already chosen (although I eventually added another "ethnic" novel, Celeste Ng's "Everything I Never Told You"). And guess what? My students not only appreciated it, they grew from the experience. On more than one occasion, a student of color broke down in tears, expressing that it was the first time they'd ever read something by someone like them in a university setting. And I was reminded of a young me, bursting with excitement the first time Cisneros' "The House on Mango Street"popped up on a syllabus.

I envision a future where we can list the names of indigenous and person of color writers just as fast, if not faster, than white men. Sure, Emerson had some great things to say - "Nature" blew my mind as a teenager. But have you read Leslie Marmon Silko or LeeAnne Howe? How about Jesmyn Ward or Gloria Anzaldúa or Erika Wurth or Kiese Laymon or Tarfia Faizullah? They didn't just blow my mind - they changed my life.

But more than that, what I hope to see with the decolonization of syllabi is a reframing of the American narrative and a return to modes of thinking and knowledge that colonization tried so hard to destroy. I'm not here to teach the same thing as the majority of your literature professors. I'm here to teach resistance, one book at a time.

Yvette DeChavez is a writer and artist from San Antonio. Before earning a PhD in literature, she worked for the Macondo Foundation, a nonprofit organization that brings together writers committed to social change. She currently lives in Austin. You can find her on Instagram and Twitter @yvettedontlie.

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Like many students, I grew up thinking that the most important books were written by white men. I mean, it only makes sense - by the time I finished high school, my teachers had assigned Hemingway, Faulkner and Thoreau so often that the names were synonymous in my mind with great and important writing.

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Почему феминитивы вызывают такие жаркие споры?

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Почему феминитивы вызывают такие жаркие споры?

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Почему феминитивы вызывают такие жаркие споры? Взгляд лингвиста. Беседы о "Новой этике".

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Small independent, student-driven project (students have responsibility for reporting back to group - authentic task)

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American/Russian Film class - students have conversation peer partners to discuss the films (great fodder for cross-cultural conversation)

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Concept of race and ethnicity as different reality (and perception) in Russia vs. the US - have this cultural conversation.

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culture hunts in English for HW

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Russia and Race Lecture 3, Anne Lounsbery. “On Teaching American Students how Race Works in Russia”

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Russia and Race Lecture 3, Anne Lounsbery. “On Teaching American Students how Race Works in Russia”

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Russia and Race Lecture 3, Anne Lounsbery. “On Teaching American Students how Race Works in Russia”

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ACTR: Addressing Diversity of Race and Ethnicity: Inclusive Classroom Practices (5/7/21)

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О гендере без правил (или что такое небинарность)

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О гендере без правил (или что такое небинарность)

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(podcast of Russian non-binary people speaking of their experience)

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О гендере без правил (или что такое небинарность)

Наши отношения с собственным гендером часто не менее сложные и неоднозначные, чем с другими людьми. В этом выпуске обсуждаем, как и почему мы иногда чувствуем себя за рамками бинарной гендерной системы, что думаем о каминг-ауте Эллиота Пейджа и будет ли мир когда-нибудь небинарным? Гости: Редактор Wonderzine и издания "Открытые" Антон Данилов и Катя Возиянова, небинарная активистка и иллюстраторка "Открытые" - https://o-zine.ru Саундтрек выпуска: Jenys - Being Here https://soundcloud.com/highheal00/jenys-being-here Над эпизодом работали: Ведущие: Катя Кудрявцева и Слава Русова Продюсирование: Студия "Норм" Звукорежиссерка: Юлия Рудницкая Авторка джингла: Христина Зарембо Авторка обложки: Анна Щемелёва-Коноваленко

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О гендере без правил (или что такое небинарность) by Нараспашку

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О гендере без правил (или что такое небинарность) by Нараспашку

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Наши отношения с собственным гендером часто не менее сложные и неоднозначные, чем с другими людьми. В этом выпуске обсуждаем, как и почему мы иногда чувствуем себя за рамками бинарной гендерной системы, что думаем о каминг-ауте Эллиота Пейджа и будет ли мир когда-нибудь небинарным?

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ACTFL's Foreign Language Annals, vol 53, issue 4 (article: Le francais nonbinaire)

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ACTFL's Foreign Language Annals, vol 53, issue 4 (article: Le francais nonbinaire)

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Provides examples based on a survey of non-binary speakers of French.

https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12500

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Foreign Language Annals - 2020 - Knisely - Le fran ais non‐binaire  Linguistic forms used by non‐binary speakers of French

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Гид по местоимению <<они>>: Как его используют небинарные люди

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Гид по местоимению <<они>>: Как его используют небинарные люди

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https://vk.com/@aro_ace-gid-po-mestoimeniu-oni-kak-ego-ispolzuut-nebinarnye-ludi

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Гид по местоимению <<они>>: Как его используют небинарные люди

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МЕСТОИМЕНИЕ "ОНИ" В ЕДИНСТВЕННОМ ЧИСЛЕ используют некоторые небинарные люди, которым важно обращение без гендерной окраски. Это калька с английского they/them, которое всё больше распространяется в иностранной среде. Для русскоязычных людей местоимение "они" по отношению к одному человеку остаётся непривычным. Разбираемся, как правильно использовать гендерно-нейтральное обращение и зачем это нужно.

Как у местоимения "они" появилось единственное число

Английское местоимение they в единственном числе стало известно широкой аудитории в 2015 году, когда американское общество диалектов назвало его словом года. А уже в 2019 году оно вошло в старейший словарь Merriam-Webster. Его используют небинарные люди, которым не подходит ни женский, ни мужской род. Некоторые говорят о себе "они" всегда, другим комфортно чередовать разные местоимения.

Внедрением гендерной нейтральности языка занимаются лингвист_ки и активист_ки по всему миру. Это повышает видимость небинарного сообщества и позволяет ему говорить о себе. В англоязычной среде they в единственном числе вошло в употребление сравнительно легко. Отчасти это связано с тем, что оно и так использовалось для обозначения лиц, гендер которых неизвестен. Вторая причина - сама грамматическая структура языка, в котором нет окончаний у глаголов и прилагательных. Гендер выражался в местоимениях, и было достаточно заменить их при упоминании человека в третьем лице.

В русском присутствуют родовые окончания, феминитивы и маскулятивы, поэтому при использовании "они" также нужно склонять другие слова. Для большинства это непривычно и выглядит ошибкой. Несмотря на это русскоязычные небинарные персоны используют местоимение "они" как в дружественных кругах, так и в повседневной жизни.

Тима

Хельсинки, 21 год

Я идентифицирую себя как небинарные с шестнадцати лет. Тогда я прочитали об этом в интернете, в тамблере. Сначала я думали, что это классно, и выражали поддержку таким людям. Потом мои знакомые каминг-аутнулись как небинарные человек, и я подумали: "Вау, можно было не знать этого, потом решить, что ты так хочешь и так удобнее".

В какой-то момент я идентифицировали себя как трансмаскулинный человек и с семнадцати до девятнадцати лет использовали местоимение "он". У меня сменены документы на мужские, я принимаю тестостерон, и у меня сделана верхняя операция. Какое-то время я представлялись на работе как мужчина и так взаимодействовали в коллективе.

Потом я стали понимать, что это мне не подходит. Точно так же, как не подходила более феминная презентация. У меня были друзья, которые до этого стали использовать местоимение "они", и я уже привыкли к этому. И подумали, что хочу попробовать его использовать.

Естественно, сначала было привыкание, я ошибались, говоря о себе. Но я быстро поняли, что так гораздо комфортнее. Я не чувствую, что на мне какая-то маска, феминная или маскулинная, как это происходило раньше в незнакомом коллективе. Местоимения помогли мне почувствовать себя более свободно и комфортно.

София

Ужур (Красноярский край), 18 лет

Я начали использовать местоимение "они" не так давно, в начале мая. Для меня это местоимение ближе всего, так как оно указывает на мой опыт, на то, что моя гендерная идентичность находится вне бинарного спектра. Поскольку не всё моё окружение знает правду обо мне, приходится чередовать своё настоящее местоимение с тем, которое было приписано при рождении (то есть местоимением "она"). Это сильно давит, заставляет сомневаться в том, кто я есть на самом деле.

Очень сложно с первого раза объяснить, как правильно говорить обо мне, не каждый человек готов слушать, потому что в России такое местоимение люди начали использовать совсем недавно. К тому же во многих социальных сетях нельзя поставить в описании, что моё местоимение другое. И даже если я уточняю это, люди не всегда прислушиваются к моим просьбам. Плюс я выгляжу довольно феминно, поэтому людям не приходит в голову уточнять, как ко мне лучше обращаться, и это тоже становится проблемой.

Элки

Москва, 24 года

Местоимение "они" я ощущаю как самое правильное и естественное. Оно не несёт в себе горечь принуждения и социализации в приписанном гендере, оно позволяет просто быть, в моей изначальной свободной человеческой форме. Чередую его с местоимением "она".

Обращение в женском роде не вызывает у меня дисфории и порой приносит ощущение принятия и поддержки так же, как и "они". Иногда мне просто так нравится, иногда хочется использовать "они", но приходится говорить о себе в женском роде. Кроме этого, в русском языке непросто с гендерно-нейтральными существительными. В таких случаях я пытаюсь просигналить, чтобы в отношении меня употребляли существительные женского рода, чередуя "они" с "она" на протяжении одного разговора.

Как его правильно использовать грамматически

Поскольку в русском языке есть родовые окончания, то при использовании местоимения "они" глаголы и прилагательные тоже склоняются. Вот основные правила из активистских памяток об употреблении "они" в единственном числе.

При обращении на "вы" всё остаётся без изменений. Если до этого общение происходило на "ты", переходить на "вы" не нужно.

" ТЫ БУДЕШЬ мороженое?" - правильно.

"Вы будете мороженое?" - неправильно.

Заменяются только окончания слов, имеющих гендерную окраску. Если окончание не указывает на род, заменять его не требуется. Это относится как к глаголам, так и к прилагательным.

"Ты хороший/хорошая" -> " ТЫ хорош ИЕ "

"Ты большой/большая молодец" -> " ТЫ больш ИЕ молодец"

"Я буду рад/рада" -> "Я буду рад Ы "

"Ты говоришь / Ты говори ЛИ / Ты будешь говорить / Они говор ЯТ (в единственном числе) / Они говори ЛИ / Они будут говорить"

"Когда ты вернулся/вернулась в город?" -> "Когда ТЫ вернул ИСЬ в город?"
Но: "Когда ТЫ ВЕРНЁШЬСЯ в город?"

При упоминании человека в третьем лице используется местоимение "они". С окончаниями происходит то же самое, что и в предыдущем пункте.

"Он/она не придёт сегодня на лекцию" -> " ОНИ не прид УТ сегодня на лекцию"

"Саша рассказал/рассказала о своих планах" -> "Саша рассказал И о своих планах"

Как это помогает небинарным людям

Малая распространённость "они" в единственном числе, как и дискриминация, приводит к тому, что небинарным персонам сложнее интегрироваться в общество. Каждое новое знакомство не только подразумевает каминг-аут, но и может начинаться с объяснения правил употребления гендерно-нейтрального местоимения. Нередко небинарные люди рассказывают о себе только близким и поэтому остаются невидимыми.

Элки

Москва, 24 года

Я открыты перед своей семьёй и всеми по_дру_зьями (такая версия написания слова позволяет сказать одновременно о подругах и друзьях, а также включает людей из небинарного спектра. - Прим. ред.), с которыми постоянно общаюсь. И ещё перед всеми, кто знакомы с моим творчеством. Мои родные относятся к этому по-разному: кто-то внимательно, кто-то наплевательски, кто-то враждебно, кто-то стараются использовать исключительно безличные формулировки. С по_дру_зьями и партнёрками всё хорошо, к счастью. Даже когда не до конца понимают, стараются быть внимательными и чуткими.

При общении с новыми людьми, которые не являются небинарными персонами, я обычно использую местоимение "она". В какой-то период я говорили о себе "они" всегда и везде, но из-за этого меня чаще мисгендерили. Было очень много стресса, и я начали замыкаться. Психологически очень сложно выходить в пространства, в которых нет однозначной поддержки. Это связано не только с тем, что местоимение "они" для многих непривычно. Дисфория и стресс от мисгендеринга очень сильно ограничивают круг людей, в котором мне комфортно общаться.

Тима

Хельсинки, 21 год

До переезда в Хельсинки я использовали "они" с друзьями, со знакомыми, которых я встречали на каких-то вечеринках и вписках. Я говорили о себе "они" со своими психологинями и психиатрами, как частными, так и государственными. Своей семье я изначально каминг-аутнулись как трансмаскулинный человек, и они постепенно переучились называть меня "он". После я частично в шутку сказали, что говорю о себе "они", так как это "модно, молодёжно", и иногда могу "ошибаться".

Я не просили их говорить о себе "они", потому что не чувствовали, что имею на это право, ведь они уже один раз переучились называть меня в других местоимениях. В этом году всё изменилось. Сейчас я живу со своей партнёркой, она цисгендерная женщина. Когда родители приехали к нам в гости, она сказала: "Я не буду говорить про тебя „он", потому что я никогда этого не делала и начинать не собираюсь. Ты говори как хочешь, но я при твоих родителях буду использовать „они"".

Я согласились и продолжили говорить о себе "он", а партнёрка употребляла "они". Это было очень неловко. Когда меня не было, родители спросили её об этом. Партнёрка объяснила, что это нейтральное небинарное местоимение, что мне так комфортно и поэтому она его использует. Родители тоже захотели так ко мне обращаться. Сейчас они в основном говорят либо "они", либо "он".

София

Ужур, 18 лет

Я рассказали о своей небинарности, опубликовав пост в инстаграме. Всё прошло гладко, и никто ничего не сказал. Уже чуть позже я смогли обсудить это с сестрой (она учится, поэтому живёт в другом городе), всё прошло хорошо, она только уточнила парочку моментов. К местоимению "они" она тоже отнеслась спокойно и с пониманием. Со знакомыми сложнее, я писали им обо мне, но ответа не последовало, так что я не знаю их реакции.

Знакомство с новыми людьми для меня всегда довольно тяжёлый опыт. Я не буду рассказывать о своей небинарности другому человеку, если это может принести мне проблемы в будущем. Но если человек понимающий, то я говорю о своей гендерной идентичности и своём местоимении. Объяснить несложно, но не каждый человек хочет слушать, и я понимаю, что многие могут путаться поначалу.

Как всё-таки лучше обращаться к небинарному человеку

Активист и небинарный человек Эвит Кадо объясняет, что суть корректного использования местоимения "они" в отказе от родовых окончаний и в принципе гендерированных слов по отношению к себе (или тем, кто просит). "„Я" в русском языке рода не имеет. Поэтому использовать „мы" вместо „я" смысла нет. С „ты" то же самое. „Ты идёшь в кино?" - нормально. Если вы с человеком на „ты", разумеется", - говорит Эвит Кадо.

Как обращаться к тем, кто определяет себя словом "они", но иногда сами используют другие местоимения? По словам Кадо, у этого может быть много причин. "Например, они ещё не всем открыты и/или не хотят всем быть открыты как небинарная персона. Или они так же, как и вы, выросли в русскоязычной среде, где непривычно использовать „они" как местоимение единственного числа, и сами ещё адаптируются. Или же осознанно чередуют разные местоимения". Эксперт советует напрямую спрашивать у человека, как к нему обратиться.

Людям, избегающим обращаться к небинарному человеку на "ты", эксперт отвечает, что проблем с этим нет. Местоимения "ты" и "тобой" будут неподходящими только в том случае, если человек попросил обращаться к нему на "вы".

У каждого небинарного человека, напоминает активист, свои предпочтения относительно использования гендерированных слов, и об этом тоже лучше спрашивать. "Я знали персону, которым было окей со словом „юноша" по отношению к себе, а „молодой человек" их напрягало. Мне наоборот. Кого-то устроит одинаково и „подруга", и „друг", кому-то комфортнее „подруг" или „близкий человек". За всех говорить не могу", - рассказали Эвит Кадо.

Чтобы местоимение "они" по отношению к одному человеку не спутали с обращением к группе, эксперт советует вместо местоимений использовать имена или фразы "этот человек" / "эта персона". Они употребляются вместо гендерированных слов "мужчина" и "женщина".

София

Ужур, 18 лет

Всегда спрашивайте у человека о точном местоимении и, даже если для вас это что-то странное и непонятное, уважайте его. Для многих местоимение - это что-то незначительное, но для трансгендерных и небинарных людей это первый знак признания и принятия их идентичности. К тому же было бы хорошо, если бы и цисгендерные люди тоже начали спрашивать у друг друга о корректном местоимении.

Элки

Москва, 24 года

Все небинарные люди очень разные. Они выглядят по-разному, презентуют себя по-разному, используют разные местоимения. Просто старайтесь говорить нейтрально о любом человеке, пока не узнаете, какие местоимения он предпочитает. Даже если вы нечасто общаетесь с небинарными людьми, когда вы используете эту форму в разговорной речи, когда думаете или пишете о ком-то, это быстро войдёт в привычку.

источник - wonderzine.com
фотографии - Museumoficecream

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Гид по местоимению "они": Как его используют небинарные люди

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МЕСТОИМЕНИЕ "ОНИ" В ЕДИНСТВЕННОМ ЧИСЛЕ используют некоторые небинарные люди, которым важно обращение без гендерной окраски. Это калька с..

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Как корректно писать о лесбиянках, геях, бисексуалах, и трансгендерах

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Как корректно писать о лесбиянках, геях, бисексуалах, и трансгендерах

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https://viewer.joomag.com/%D0%9A%D0%B0%D0%BA-%D0%BA%D0%BE%D1%80%D1%80%D0%B5%D0%BA%D1%82%D0%BD%D0%BE-%D0%BF%D0%B8%D1%81%D0%B0%D1%82%D1%8C-%D0%BE-%D0%BB%D0%B5%D1%81%D0%B1%D0%B8%D1%8F%D0%BD%D0%BA%D0%B0%D1%85-%D0%B3%D0%B5%D1%8F%D1%85-%D0%B1%D0%B8%D1%81%D0%B5%D0%BA%D1%81%D1%83%D0%B0%D0%BB%D0%B0%D1%85-%D0%B8-%D1%82%D1%80%D0%B0%D0%BD%D1%81%D0%B3%D0%B5%D0%BD%D0%B4%D0%B5%D1%80%D0%B0%D1%85-%D0%91%D1%80%D0%BE%D1%88%D1%8E%D1%80%D0%B0-%D0%9A%D0%B0%D0%BA-%D0%BA%D0%BE%D1%80%D1%80%D0%B5%D0%BA%D1%82%D0%BD%D0%BE-%D0%BF%D0%B8%D1%81%D0%B0%D1%82%D1%8C-%D0%BE-%D0%9B%D0%93%D0%91%D0%A2/0200878001497443172

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«Как корректно писать о лесбиянках, геях, бисексуалах и трансгендерах Брошюра «Как корректно писать о ЛГБТ»

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Транс*Коалиция на постсоветском пространстве

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Брошюра написана транс*активистами питерской ЛГБТ-группы "Выход" для родных и близких трансгендерных людей, активисток и активистов ЛГБТ- и правозащитных инициатив. Ссылки на брошюры в конце страницы.
Авторство текста: MIXLII ( vk.com/mixlii).
Памятка основана на моём личном опыте и рассуждениях, некоторые люди местоимение "они" используют иначе. Это не научная работа, а объяснение "человеческим языком". Почему?
Местоимение "они" могут предпочитать небинарные люди, для которых важно нейтральное обращение без какой-либо гендерной окраски, то есть не маскулинное ("он") и не феминное ("она") - хотя некоторыми людьми местоимения "он" и "она" могут восприниматься как нейтральные, всё индивидуально.
Как?
1. Если вы обращаетесь к человеку на "вы", всё остаётся без изменений.

2. Тем не менее чаще всего при дружеском общении используется обращение на "ты". В этом случае заменяются только окончания слов, имеющих гендерную окраску. Если окончание не указывает на род, нет необходимости заменять его на множественное число:

Ты уже решил(-а), на какую тему будешь писать эссе?
→ Ты уже решили, на какую тему будешь писать эссе?
3. Говоря о человеке в третьем лице, используйте "они" вместо "он(а)".

С окончаниями происходит то же, что и в предыдущем пункте:

Он(а) давно не появлялся(-лась) на собраниях.
→ Они давно не появлялись на собраниях. Существует же средний род, почему бы не использовать местоимение "оно"?
Действительно, есть люди, которые используют это местоимение, и его тоже надо уважать, но для меня лично есть несколько причин, по которым оно мне не подходит. Во-первых, местоимение "оно" в большинстве случаев используется, когда речь идёт о неодушевлённых объектах, поэтому для некоторых это обращение ощущается как дегуманизирующее. Во-вторых, подобным образом часто обращаются к транс- или гендерно-неконформным людям с целью унизить и, опять же, дегуманизировать. Не всем может быть комфортно использовать "оно" из-за подобных ассоциаций. В-третьих, в устном общении окончания на -о могут слышаться как -а (попробуйте быстро произнести "Я ещё не выбрало, что купить"), из-за чего может возникнуть путаница в обращениях, и звучит это не так нейтрально, как "они" ("Я ещё не выбрали, что купить" сложно с чем-то спутать).
Но ты же один человек, странно обращаться к тебе во множественном числе!
Я прямо сейчас обращаюсь к вам, читатель_ница, во множественном числе, и вы тоже не раз так обращались к людям. Вот и с небинарными людьми так же, это просто нейтральное обращение.
То есть мне нужно обращаться к тебе на вы?
Пожалуйста, не нужно. Если вы обычно используете "ты" в общении с людьми, то продолжайте в том же духе и со мной. Однако если так вам будет удобнее перейти к использованию "они" - пожалуйста, это не страшно.
Это не по правилам русского языка, мне режет слух. Язык постоянно меняется.
Это инструмент, который люди вольны подстраивать под свои нужды, что мы и делаем. Режет слух потому, что вы не привыкли слышать и использовать такие конструкции. Это проходит.
Слишком сложно и непривычно, я буду ошибаться.
Понимаю! Мне было сложно, когда я привыкали так обращаться к нескольким своим друзьям, когда они только перешли на "они". Я точно так же совершали глупые ошибки и застревали в формулировках. Но сейчас использование "они" даётся мне очень легко, без задней мысли, это всего лишь дело привычки.
Что делать со словами вроде по_друг_а или партнер_ка?
Не знаю. Универсального ответа на этот вопрос ещё не нашли, поэтому правильнее всего спрашивать у человека, какие слова им комфортны/некомфортны, и отшучиваться использовать не несущие смысла обращения вроде "Девушка, передайте за проезд".

Источник: https://comingoutspb.com/publikatsii/t-lyudi/2018-put-soyuznichestva/

Скачать брошюру можно по этой ссылке: https://comingoutspb.com/upload/iblock/5f7/5f73c084ff52557e726b594f62b6cd66.pdf

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Как использовать местоимения "они" в единственной числе в русском языке? Рассказывают в брошюре ЛГБТ-группы "Выход"

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Брошюра написана транс*активистами питерской ЛГБТ-группы "Выход" для родных и близких трансгендерных людей, активисток и активистов ЛГБТ- и правозащитных инициатив. Ссылки на брошюры в конце страницы. Авторство текста: MIXLII ( vk.com/mixlii). Памятка основана на моём личном опыте и рассуждениях, некоторые люди местоимение "они" используют иначе. Это не научная работа, а объяснение "человеческим языком".

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In her latest book Linda Nilson puts forward an innovative but practical and tested approach to grading that can demonstrably raise academic standards, motivate students, tie their achievement of learning outcomes to their course grades, save faculty time and stress, and provide the reliable gauge of student learning that the public and employers are looking for.

She argues that the grading system most commonly in use now is unwieldy, imprecise and unnecessarily complex, involving too many rating levels for too many individual assignments and tests, and based on a hairsplitting point structure that obscures the underlying criteria and encourages students to challenge their grades.

This new specifications grading paradigm restructures assessments to streamline the grading process and greatly reduce grading time, empower students to choose the level of attainment they want to achieve, reduce antagonism between the evaluator and the evaluated, and increase student receptivity to meaningful feedback, thus facilitating the learning process - all while upholding rigor. In addition, specs grading increases students' motivation to do well by making expectations clear, lowering their stress and giving them agency in determining their course goals.

Among the unique characteristics of the schema, all of which simplify faculty decision making, are the elimination of partial credit, the reliance on a one-level grading rubric and the "bundling" of assignments and tests around learning outcomes. Successfully completing more challenging bundles (or modules) earns a student a higher course grade. Specs grading works equally well in small and large class settings and encourages "authentic assessment." Used consistently over time, it can restore credibility to grades by demonstrating and making transparent to all stakeholders the learning outcomes that students achieve.

This book features many examples of courses that faculty have adapted to spec grading and lays out the surprisingly simple transition process. It is intended for all members of higher education who teach, whatever the discipline and regardless of rank, as well as those who oversee, train, and advise those who teach.

Specification grading promotes the following values and outcomes. It:

1. Upholds High Academic Standards
2. Reflects Student Attainment of Skills and Knowledge
3. Motivates Students to Learn and to Excel
4. Fosters Higher-Order Cognitive Development and Creativity
5. Discourages Cheating
6. Reduces Student Stress
7. Makes Students Feel Responsible for Their Grades
8. Minimizes Conflict Between Faculty and Students
9. Saves Faculty Time and Is Simple to Administer
10. Makes Expectations Clear and Simplifies Feedback for Improvement
11. Assesses Authentically
12. Achieves High Inter-Rater Agreement

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In her latest book Linda Nilson puts forward an innovative but practical and tested approach to grading that can demonstrably raise academic standards, motivate students, tie their achievement of learning outcomes to their course grades, save faculty time and stress, and provide the reliable gauge of student learning that the public and employers are looking for.

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Starr Sackstein is a visionary educator, prolific writer, and passionate advocate for transforming the world of education. With an unwavering commitment to student-centered learning and technology integration, she has emerged as a leading figure in the field of progressive education.

Starr's journey in education began in the traditional classroom, where she quickly realized the limitations of conventional teaching methods. Fueled by a desire to create more meaningful and impactful learning experiences, she embarked on a mission to revolutionize education. Her career path led her to explore innovative teaching practices, including project-based learning, competency-based assessment, and personalized instruction.

A trailblazer in the realm of assessment, Starr championed the shift from grades to a more holistic approach. She pioneered the use of student self-assessment and reflection, emphasizing the importance of metacognition in the learning process. Her groundbreaking book, "Hacking Assessment," resonated with educators worldwide, sparking conversations and reforms around how students are evaluated and empowered.

Starr's influence extends beyond the classroom through her writing and speaking engagements. As a prolific author, she has penned numerous articles for prominent education publications and authored several influential books, each challenging the status quo and providing practical strategies for educators to implement change. Her thought leadership has been instrumental in shaping the ongoing dialogue on educational reform.

In addition to her writing, Starr's dynamic presence as a speaker has inspired educators at conferences, workshops, and events across the globe. Her ability to connect with diverse audiences and her deep insights into pedagogy and technology have earned her a reputation as an engaging and thought-provoking speaker.

Starr's impact is evident in the transformations she has catalyzed in schools and classrooms. Through her consultancy work, she has collaborated with educational institutions to design innovative curricula, revamp assessment practices, and create dynamic learning environments that foster creativity and critical thinking.

As an advocate for integrating technology in education, Starr recognizes the power of digital tools to amplify learning experiences. She has explored the potential of social media, blogging, and digital portfolios to engage students and extend their learning beyond the classroom walls.

Starr Sackstein's legacy is one of courage, innovation, and unwavering dedication to advancing education. Her relentless pursuit of meaningful change has challenged educators to rethink their practices and prioritize the growth and well-being of each student. Through her writing, speaking, and transformative work, Starr continues to shape the future of education, inspiring a generation of educators to embrace progress and possibility.

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Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) (Teaching and Learning in Higher Education)

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Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) (Teaching and Learning in Higher Education)

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Start Your Journey: Grading for Equity Online Course

Discover how to transform your school and classroom with equitable grading practices that are accurate, bias-resistant, and motivational!

Now Introducing: Grading for Equity Community Book Study

The Grading for Equity Book Study is a new program for schools and districts that provides a structured approach to collectively engage teachers and administrators (and even caregivers and students!) in meaningful discussions about the why, the what, and the how of equitable grading.

Book Study sessions are 90 minutes in length and can be scheduled based on your school or district's calendar. Each session will be led by a Crescendo Education Group Facilitator and will be held remotely.

Quiz:
How Equitable Is Your Grading?

We all want equity in our districts, schools and classrooms. Teachers and school leaders: Find out how equitable your grading is, and ways to improve.

Bring Equitable Grading to Your PLC, School, or District

Students need equitable grading in every classroom in every school. Find resources to help others understand the urgency, ideas, and strategies of equitable grading.

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Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms. A powerful and growing movement among professional educators.

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Lee Roby's Introductory slideshow on "Grading for Equity"

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Lee Roby's Introductory slideshow on "Grading for Equity"

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ACTR Teachers' Lounge. Grading for Equity: Principles, Paradoxes, Problems

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 UNITED NATIONS Gender-inclusive language

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 UNITED NATIONS Gender-inclusive language

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1.1 Forms of address

When referring to or addressing specific individuals, use forms of address and pronouns that are consistent with their gender identity.

For United Nations staff members, you may check the intranet or the organizational or staff directory. If the staff member appears as "Ms.", that is the form of address that should be used for her, and female pronouns are appropriate. Alternatively, and if the situation permits, you may ask the persons you are addressing or writing about what pronoun and form of address should be used for them.

Note for United Nations staff members who draft texts to be translated: If you are the author of a text that is going to be translated, and your text is referring to a specific person, please let translators know what the gender of that person is so they can use appropriate language in their translations. This is crucial for languages such as Arabic, French, Russian and Spanish.

There should also be consistency in the way women and men are referred to: if one of them is addressed by their name, last name, courtesy title, or profession, the other one should be as well.

"Professor Smith (surname and title for a man) and Madeline (first name for a woman) will attend the luncheon."

"Professor Smith and Professor Jones will attend the luncheon (surname and title for both)."

Ms. or Mrs.?

Care should be taken to use the form of address preferred by each individual. However, when that preference is not known, precedence is given to Ms. over Mrs., as the former is more inclusive and can refer to any woman, regardless of marital status

1.2 Avoid gender-biased expressions or expressions that reinforce gender stereotypes

Discriminatory examples:

"She throws/runs/fights like a girl."

"In a manly way."

"Oh, that's women's work."

"Thank you to the ladies for making the room more beautiful."

"Men just don't understand."

"Guests are cordially invited to attend with their wives."

"Guests are cordially invited to attend with their partners."

"Fathers babysit their children."

"Fathers care for their children."

How do I know if I am using discriminatory language?

Reverse the gender: Would reversing the designation or the term from masculine to feminine or vice versa change the meaning or emphasis of the sentence? Would it make the sentence sound odd?

"Women should not seek out leadership positions."

"Men cannot do two things at the same time."

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1.1 Forms of address When referring to or addressing specific individuals, use forms of address and pronouns that are consistent with their gender identity. For United Nations staff members, you may check the intranet or the organizational or staff directory.

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Чёрный хлеб: A Hub for Black Russian-Speakers

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Чёрный хлеб: A Hub for Black Russian-Speakers

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John Rook's introductory slideshow on DEI

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John Rook's introductory slideshow on DEI

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Online Equity Design Lab: Grading for Equity (July 28 - 30, 2021; online) 

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Online Equity Design Lab: Grading for Equity (July 28 - 30, 2021; online) 

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(registration at link - click on image)
The NAIS Equity Design Lab (EDL) employs iterative design, mind science and other research, skill-building, and best and emerging practices. The goal is to develop innovative solutions and models that independent schools can use to address challenges and opportunities related to equity and social justice.

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Registration for the 2023 NAIS Equity Design Lab: Grading for Equity has reached capacity.

For a fourth year, NAIS is pleased to present Grading For Equity, a three-day institute and Equity Design Lab (EDL) that improves grading, increases intrinsic motivation, and reduces bias in assessment. This institute is led by Joe Feldman, noted educator and author of 2023 NAIS Equity Design Lab: Grading for Equity
July 26-28, 2023
University School, Nashville, TN

Exemplary teaching-the artful blend of content knowledge, zest for learning, and abiding concern for each student and their unique needs and aspirations-is a hallmark of independent education. But what about exemplary grading?

Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms.

EDL participants will examine how the continued use of traditional grading practices often unwittingly reinforces century-old beliefs about students' academic and intellectual capacities, perpetuates opportunity gaps, creates more stressful classrooms, and unintentionally rewards students with more resources while penalizing those with fewer material and financial supports. This highly interactive program will synthesize education research and practical classroom-based experience to address these questions:

Why is improving grading critical to ensuring academic excellence and equity in our classrooms?

Which century-old beliefs drove the creation of many of our current grading practices?

How does continued use of regressive grading practices thwart effective teaching, focus students on points instead of learning, add to their stress and anxiety, and undermine our equity work by perpetuating the very racial and economic disparities we seek to interrupt?

What grading practices are more accurate and bias-resistant, and build students' intrinsic motivation to learn?

What are some common challenges to successfully integrating new grading practices into our classrooms and schools and effective strategies for overcoming them?

What is action research, and how can it illuminate the benefits more equitable grading practices?

How do we bring these ideas to our school and lead system-wide change, while balancing teacher autonomy with an imperative to make our grading more equitable in every classroom?

Outcomes
Participants will:

Understand the 100-year-old history of current grading practices and recognize the ways they undermine equity, learning, and teaching

Reflect on previous experiences and beliefs about grading and the implications they hold for equitable grading

Learn the three Pillars of Equitable Grading and the accurate, bias-resistant, and motivational grading practices

Examine and anticipate the challenges and opportunities involved in implementing equitable grading

Gain greater clarity on how these practices can be implemented in classroom contexts across grade levels and subjects

Develop strategic plans to build teacher learning and capacity to implement more equitable grading practices in schools in 2023-24

Participants

NAIS recommends participants register in school teams composed of both teachers and administrators to ensure more diverse perspectives and to promote more productive planning and cross-role coordination. While many teachers have autonomy over their grading practices, the grades those teachers assign-and students' and families' experience with receiving those grades-do not exist in a vacuum. Administrators need a clear understanding of equitable grading to support faculty, communicate effectively to caregivers, and to lead schoolwide change.

Whether part of a team or not, each registrant's head of school and division director will be invited to participate in a pre-institute Zoom call to provide an overview of the institute content, specific outcomes to expect, and specific ways to leverage their investment in this professional development during the 2023-24 year. Within this context, the EDL on Grading for Equity is a robust experience for:

Instructional coaches

Curriculum directors

Instructional support staff

Diversity directors and educators

Academic deans

Heads of school and division heads

Other faculty and leadership from NAIS member and subscriber schools

Registration Information

Registration for 2023 NAIS Equity Design Lab: Grading for Equity has reached capacity.

NAIS has reserved a block of rooms at the Kimpton Aertson Hotel (2021 Broadway, Nashville, TN 37203) at the discounted rate of $219/night plus applicable taxes and fees. Click here to book your room at our discounted rate or call 877-239-2269.

* Contact us for more information about the benefits of NAIS membership, including discounted event pricing.

Schedule

Programming will take place from 8:30 AM to 3:00 PM each day, July 26-28.

2023-2024 Faculty

Joe Feldman, CEO, Crescendo Education Group

Courtney Fenner, facilitator, Crescendo Education Group, and former director of equity and inclusion, Maret School (DC)

Caroline G. Blackwell, vice president, equity and justice, NAIS

Tony Hernandez, project and training manager, equity and justice, NAIS

Cancellation Policy

Cancellations must be received in writing at this email address: [email protected] . Cancellations received up to 30 days (June 27) prior to the start date of the program will be fully refunded, less a $75 administrative fee. Cancellations received less than 30 days prior to the program will not be refunded.

Contact Information
Please contact [email protected] or (202) 973-9700 if you have any questions.

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Registration for the 2023 NAIS Equity Design Lab: Grading for Equity has reached capacity. For a fourth year, NAIS is pleased to present Grading For Equity, a three-day institute and Equity Design Lab (EDL) that improves grading, increases intrinsic motivation, and reduces bias in assessment.

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Words and Actions: Teaching Languages Through the Lens of Social Justice (2nd edition, 2018)

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Words and Actions: Teaching Languages Through the Lens of Social Justice (2nd edition, 2018)

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(This ACTFL publication merges Teaching Tolerance’s Social Justice Standards (2016) (which outline four domains: Identity, Diversity, Justice, and Action) with ACTFL’s National World-Readiness Standards and provides lesson plan templates for curricular design based on Backward Design in alignment with targeted ACTFL proficiency level, performance indicators, and integrating various modes of communication. There is also a robust discussion of assessment with Standards-based rubrics provided.  The chapters of the book itself walks you through the steps of preparing SJ units (and even strategies to convert current cultural units to SJ units).  In structure and style this book is very similar to The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design (Clementi & Terrill, 2017) (that too based on Backward Design) with all of its practical advice, examples, and the robust appendices, providing templates and rubrics.

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The second edition of Words and Actions: Teaching Languages Through the Lens of Social Justice features an expanded framework, a variety of new unit, lesson, and activity examples from different languages and levels, and additional content on how social justice education fits within the context of contemporary approaches to language instruction.

The revised text provides concrete examples to help readers navigate the opportunities and challenges inherent in adopting a social justice lens, such as the differences between a good cultural lesson and a social justice lesson. Expanded chapters also provide support for adapting curriculum in different contexts, including those that emphasize immersion, comprehensible input, Teaching Proficiency through Reading and Storytelling (TPRS), and content-based instruction. New educator voices and examples from both commonly and less commonly taught language classrooms provide an authentic picture of social justice work taking place in classrooms across the United States. A new chapter about critical moments in the classroom has also been added to provide a clear guide and explicit tools to help teachers address complex events and challenging moments in the classroom.

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Words and Actions: Teaching Languages Through the Lens of Social Justice (2nd Ed.)

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The second edition of Words and Actions: Teaching Languages Through the Lens of Social Justice features an expanded framework, a variety of new unit, lesson, and activity examples from different languages and levels, and additional content on how social justice education fits within the context o...

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Rationale for use of single-point rubrics and explanation of how to create one for WL (with examples)

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Rationale for use of single-point rubrics and explanation of how to create one for WL (with examples)

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Feedback

The Can-Do Targets are holistic. Students will surprise the teacher with engaging communication that they could not have even envisioned. Feedback can be limited to areas where students have conscious control. Conjugating verbs precisely in real time is handled by the subconscious, so it would be insanely frustrating for the student to try to control it consciously. As students emerge in to intermediate, there language gets even more "messy" as they try to cobble together sentences. This is progress in proficiency.

Culturally Responsive Teaching

This rubric weaves students' home cultures and interculturality into the communication as students exchange real information about their home cultures. In our highly diverse classes, this creates an authentic context for communication. It will also help deepen the relationships among students and with the teacher.

Grading?

For once, I would like to focus on language acquisition rather than grades. Students can continue to create a profile of their language learning based on authentic feedback. The bright spots allow students to leverage their skill strengths. In my class, students who are on target with their growth will get an A. Students who are not on target will get a phone call home and extra support during tutorial. (O'Connor, 2017)

Citations

(ACTFL), & (NCSSFL). (2017). NCSSFL-ACTFL Can-Do Statements 2.0. Retrieved from https://www.actfl.org/sites/default/files/CanDos/Intercultural Can-Do_Statements.pdf

Gonzalez, J. (2014). Your Rubric Is a Hot Mess; Here's How to Fix It. - Brilliant or Insane. Retrieved August 24, 2018, from http://www.brilliant-insane.com/2014/10/single-point-rubric.html

Gonzalez, J. (2015). Meet the #SinglePointRubric | Cult of Pedagogy. Retrieved August 24, 2018, from https://www.cultofpedagogy.com/single-point-rubric/

Haxhi, J., Bott, J., & Houten, V. (2017). Using the Newly Revised Can-Do Statements to Make Learning Transparent. The Language Educator, August/September. Retrieved from https://www.actfl.org/sites/default/files/tle/TLE_AugSept17_Article.pdf

Nolan, J. (2018). The Single-Point Mastery Rubric " Competency Works. Retrieved August 24, 2018, from https://www.competencyworks.org/resources/the-single-point-mastery-rubric/

O'Connor, K. (2017). How to grade for learning : linking grades to standards. Retrieved from https://www.amazon.com/How-Grade-Learning-Linking-Standards-ebook/dp/B076CN6HW3/ref=mt_kindle?_encoding=UTF8&me=

Proficiency and Research-Based Proficiency Targets | Ohio Department of Education. (2015). Retrieved January 3, 2016, from http://education.ohio.gov/Topics/Ohios-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework/Introduction-to-Learning-Standards/Proficiency-and-Research-Based-Proficiency-Targets

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Single Point Rubrics - RocketLanguage.org

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The Can-Do Targets are holistic. Students will surprise the teacher with engaging communication that they could not have even envisioned. Feedback can be limited to areas where students have conscious control. Conjugating verbs precisely in real time is handled by the subconscious, so it would be insanely frustrating for the student to try to control it consciously.

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Assessment Structure, Grading Policies, Rubrics that adopt certain principles of  Standards-Based grading (4 point rubrics for formative and analytic rubrics for summative) while rejecting others (rejects exclusive focus on summative assessment and retakes of summative assessments) (Intermediate level students)

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Assessment Structure, Grading Policies, Rubrics that adopt certain principles of  Standards-Based grading (4 point rubrics for formative and analytic rubrics for summative) while rejecting others (rejects exclusive focus on summative assessment and retakes of summative assessments) (Intermediate level students)

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R4 Assessment Structure, Grading Policies, Learning Support

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Assessment Structure, Grading Policies, Rubrics that adopt certain principles of  Standards-Based grading (4 point rubrics for formative and analytic rubrics for summative) while rejecting others principles (rejects exclusive focus on summative assessment and retakes of summative assessments) (Novice level students)

# data[].attributes.subject
Assessment Structure, Grading Policies, Rubrics that adopt certain principles of  Standards-Based grading (4 point rubrics for formative and analytic rubrics for summative) while rejecting others principles (rejects exclusive focus on summative assessment and retakes of summative assessments) (Novice level students)

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R2 Assessment Structure, Grading Policies, Learning Support

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More detailed description of Standards-Based Grading

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More detailed description of Standards-Based Grading

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How Teachers Are Changing Grading Practices With an Eye on Equity | KQED

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Joe Feldman contends many of the earnest practices teachers continue to use are hold-overs from how they were graded and may actually be doing harm to student learning.

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Brief description of problems in traditional grading

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Brief description of problems in traditional grading

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"Prologue: Mallory's Dilemma" excerpted from Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms by Joe Feldman. Thousand Oaks, CA: Corwin, 2019. This is the first article in a two-part series about equitable grading practices. This article sets up some of the challenges. In part two, learn how teachers are addressing this issue. By Joe Feldman
The data couldn't be possible. Actually, it shouldn't be possible.

Mallory had just completed her first year as principal of Centennial College Prep Middle School, a new public charter school in Huntington Park, California. As a young, white woman leading a school that served nearly all Latino students, many living below the poverty line, Mallory had approached her job humbly, not immediately pushing initiatives and changing policies to align to her own personal vision (what she called the "new sheriff in town approach"). Instead, her priority was to first understand her school community: its context, history, strengths, and needs. She had watched, listened, and built relationships with her faculty, students, and their families. She had visited classrooms, reviewed teachers' lesson plans, and studied the school's statistics: attendance percentages, disciplinary referrals, and test scores.

Whether the data she reviewed was "hard" data like test scores or "soft" data like her observations of teacher-student dynamics in classrooms, Mallory kept a sharp lookout for how the school could be made more equitable. Mallory's vision was that students should have equal opportunities for success regardless of their ethnicity, first language, gender, income, or special needs. She paid attention to patterns of unequal achievement or opportunity in her school. For example, were boys being referred more frequently to the office? Were poorer students showing a common weakness on a strand of skills on the writing assessment? Did students who received special education services have a higher rate of absenteeism?

But that wasn't all. To Mallory, one of the most important indications of a high quality, equitable school is that students are successful regardless of their teacher.

One teacher's students shouldn't learn different material or be less prepared for the next grade than another teacher's students. Fortunately, based on her classroom visits and other data, Mallory found that although teachers approached their work in ways that reflected their individual backgrounds and personalities, students' learning experiences were generally consistent across classrooms. Students in the same course taught by two different teachers-such as Ms. Thompson's and Ms. Richardson's sixth-grade English classes-were learning the same skills, reading the same books and essays, getting the same homework, receiving similar support, and taking the same tests. Mallory was confident that regardless of their sixth-grade teacher, students would be similarly prepared for seventh-grade English.

Since teachers were aligned with what and how they were teaching, and because the school didn't track students or create unbalanced classes where one sixth-grade English class would be stronger than the others, Mallory reasoned that by all accounts the performance of students should be comparable across teachers of the same course. In other words, the rate of As, Bs, Cs, Ds, and Fs in any course should be relatively similar for each teacher of that course. But that wasn't happening. Strange things were showing up in the data.

Take, for example, her school's sixth-grade math and English classes, each taught by three different teachers:

If you were a student in two of the three teachers' math classes you had about a 20 percent chance of getting a D or F, but if you were in the third teacher's math class, you had 0 percent chance of getting a D or F. In the English classes, taught by three different teachers including Ms. Richardson and Ms.Thompson, the range of D and F rates-4 percent, 22 percent, and 35 percent-was even more dramatic. Mallory double-checked the grade data, then double-checked that students in the classes weren't significantly different-in other words, one teacher's students as a group didn't have lower standardized test scores or higher rates of absences. No, the groups of students were similar; the only difference among the classes seemed to be the chances of receiving a particular grade.

Mallory put on her detective hat and considered, investigated, and then rejected several explanations: No substantive differences in instruction. Teachers were using the same curriculum with the same tests and even scored those tests as a team to ensure fairness and uniform evaluation. Mallory scoured students' previous test scores and grades, with no indication of drastically different profiles of the classes as a whole. No substantive difference in the classroom physically-it wasn't as if one classroom had a broken thermostat or was closer to a noisy playground. What was even odder was that students with identical standardized test scores received different grades depending on their teacher. The teachers were teaching similarly, the students were demonstrating similar achievement, but the grades showed inconsistency. This data seemed unexplainable, impossible, and grossly inequitable.

On a lark, Mallory looked at the syllabus for each class-each teacher of a course had created her own personalized version-and it shocked her. Each teacher's syllabus began with a similar introduction to the course content and description of important materials for the class, but then it was as if each teacher was in an entirely different school:

One teacher accepted no homework after the attendance bell rang, some deducted points if homework was late (although the amount deducted ranged from a few points to two letter grades' worth), and another accepted work beyond the due date up until the end of the quarter, with no penalty.

One teacher gave each daily homework assignment a grade of 10 percent or 100 percent based on how much of the homework was completed and correct, and allowed students who had received 10 percent up to one week to correct mistakes. Another gave full credit for an assignment if the student showed effort to complete it, regardless of whether answers were correct.

One teacher reduced points on an assignment if the student didn't completely and correctly write her or his first and last name, along with the title of the assignment. Another subtracted points if an assignment was submitted on notebook paper that had ripped holes or ripped edges.

Most teachers organized their gradebook by grouping types of assignments into categories (Homework, Classwork, Tests, etc.), and weighted each category to denote its importance (Homework = 30% of the grade; Tests = 70%). However, no teacher had the same weightings for any categories. For example, the weight of tests ranged from 40 percent to 70 percent of a student's grade.

Some teachers had only three categories of assignments (Tests, Classwork, and Homework), while others included categories that seemed more subjective, such as Citizenship, Participation, and Effort. There was no explanation in the syllabus of how these subjective categories were calculated or on what they were based.

Other teachers didn't use percentage weights at all, but assigned different point values to different assignments. For example, Homework assignments might be 5 to 10 points each, with tests worth 100 points.

Teachers' different grading policies made it possible for two students with the same academic performance to receive different grades. What particularly confused and concerned Mallory was that some teachers were grading students on criteria that seemed to have nothing to do with their academic achievement -- such as whether their paper had intact holes or had the proper heading -- and others were basing parts of students' grades entirely on subjective criteria, such as effort, that were susceptible to teachers' implicit biases. This grade data that couldn't be possible suddenly was.

A few days later, something happened that changed Mallory's confusion to concern. Maria, a shy but earnest eighth grader, came to her office nearly in tears. Last year as a seventh grader, she had received a B in math, her most challenging subject, but this year was barely passing with a D. What was really frustrating Maria was that even though she often handed in homework assignments late or incomplete -- she had after-school responsibilities at home in addition to dance class three times a week -- she consistently performed well on every exam. She obviously had learned the math and had shown it when it mattered most, and though last year this type of performance had earned her a B, her teacher this year gave zeros for late or incomplete homework, resulting in her D. Maria was feeling a crisis of confidence: Other students copied to get their homework in on time for the homework points, which Maria had resisted, but would she have no other choice? Had last year's teacher lied to her about her math skills? Was she not as good at math as she thought? Or was this year's teacher out to get her?

To Mallory, no longer were her teachers' inconsistent policies a theoretical dilemma. The school had spent months of planning and coordination to make sure teachers in the math department were using sequenced curriculum and that each teacher was preparing students to be ready for the next year -- called "vertical alignment." Yet teachers' different approaches to grading was undermining all of it, sending confusing messages about learning and impacting students' grades and promotion rates, their beliefs about school, and even their self-image.

Mallory had to talk to her teachers about what was happening. The prior year, she had broached many conversations -- some quite difficult and uncomfortable -- with her teachers about curriculum, teaching strategies, job responsibilities, even evaluation. Surely, she assumed, they would be as astonished as she was when they saw the data and would reconsider how they graded.

But now came her second shock: When she began a discussion of grades with her teachers, it was like poking a hornet's nest. Nothing prepared her for the volatility of conversations about teachers' grading practices. Many of her teachers, previously open to exploring new ideas about nearly every aspect of their work, reacted with defensiveness and adamant justification. Teachers with higher failure rates argued proudly that their grading reflected higher standards, that they were the "real teachers." A teacher with low failure rates explained that he was the only teacher who cared enough to give students retakes and second chances. One teacher simply refused to discuss the topic, citing her state's Education Code that protected teachers from administrators' pressure to change or overwrite grades. One teacher began to cry, confessing that she had never received any training or support on how to grade and feared that she was grading students unfairly. Conversations about grading weren't like conversations about classroom management or assessment design, which teachers approached with openness and in deference to research. Instead, teachers talked about grading in a language of morals about the "real world" beliefs about students; grading seemed to tap directly into the deepest sense of who teachers were in their classroom.

When she talked about these grading problems with principals of other schools, Mallory was surprised and dismayed to learn that grading varied by teacher in every school. This phenomenon was widespread, even the norm. Teachers thoughtfully and intentionally were creating policies that they believed, in their most thoughtful professional judgment, would promote learning. Yet they were doing so independently and often contradicting each other, yielding in each school a patchwork of well-intentioned but ultimately idiosyncratic approaches to evaluating and reporting student performance. Even when a department or a group of teachers made agreements -- for example, to have homework count for no more than 40 percent of a grade -- teachers' other unique policies and practices, such as whether homework would be accepted after the due date, made their attempts at consistency seem halfhearted and ineffectual.

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Why It's Crucial - And Really Hard - To Talk About More Equitable Grading | KQED

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"Prologue: Mallory's Dilemma" excerpted from Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms by Joe Feldman. Thousand Oaks, CA: Corwin, 2019. This is the first article in a two-part series about equitable grading practices. This article sets up some of the challenges.

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Throughout February, I opened every lesson with a short presentation featuring a

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Symposium: Working Toward Equity in Slavic Language and Literature Programs: Experiences from the United States.

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Symposium: Working Toward Equity in Slavic Language and Literature Programs: Experiences from the United States.

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(SEEJ, volume 64, number 4, winter 2020.)

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Yelena Khanga grew up in Russia knowing almost no other Black people. Emanuele Berry asks Yelena what that was like. As Emanuele learns about it, she realizes something about being Black in America, too. (22 minutes)

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Yelena Khanga grew up in Russia knowing almost no other Black people. Emanuele Berry asks Yelena what that was like. As Emanuele learns about it, she realizes something about being Black in America, too. (22 minutes)

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Kremlin to Kremlin: The Joseph J. Roane Story

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Kremlin to Kremlin: The Joseph J. Roane Story

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Kremlin to Kremlin: The Joseph J. Roane Story

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Stories of black Americans, who fled to the USSR to escape race discrimination | RT Documentary

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Stories of black Americans, who fled to the USSR to escape race discrimination | RT Documentary

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https://rtd.rt.com/films/black-in-the-ussr/

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From Critical Pedagogies to Research Practice and Public Engagement in Slavic, East European, and Eurasian Studies

Among the first African Americans to join the American Communist Party and an important architect of communist approaches to race, racism, and African American equality, Lovett Fort- Whiteman (1889-1939) was one of the US citizens convinced (naively, to be sure) that Soviet society showed the way for overcoming racism in the United States. While visiting the USSR in 1924, Fort-Whiteman wrote to W.E.B. Du Bois: "There is a perfect spirit of internationalism here." "Women from the various Circassian republics and Siberia, men from China, Japan, Korea, India, etc. all live as one large family, look upon one another simply as human beings ... Here, life is poetry itself! It is the Bolshevik idea of social relations, and a miniature of the world of tomorrow."

Communist positions on race and racism have yielded both successes and failures worldwide since 1917. Despite the mixed results, Fort-Whiteman's words recall the impact that global colonialism has had on the social construction of identity, including in our world region; its legacy on research and teaching in Slavic, East European, and Eurasian Studies (SEEES); and its effect on perpetuating systemic inequities in academia as a whole. To address this legacy, this series is designed to elevate conversations about teaching on race and continued disparities in our field while also bringing research by scholars from underrepresented minorities and/or on communities of color to the center stage.

The series will comprise four segments: two pedagogy webinars; two lighting rounds on the experience of scholars of color in the field; and two roundtables featuring research by scholars from underrepresented minorities and/or on racial minorities, concluding with a forum on the reception of the Black Lives Matter movement in our field.

SPRING 2021 SESSIONS
FEBRUARY 5
2-3:30 pm (ET) | 1-2:30 pm (CT) | 12-1:30 pm (MT) | 11 am-12:30 pm (PT)
New Directions in Research: Russian Literature in the 19th and 20th Centuries
WATCH
MODERATOR:
"Russian Symbolism and the Racial Origins of 'Tolstoy v. Dostoevsky'"
Bella Grigoryan is Associate Professor and Chair of the Department of Slavic Languages and Literatures at the University of Pittsburgh. Her recent book, Noble Subjects: The Russian Novel and the Gentry, 1762-1861 (Northern Illinois University Press, 2018) is an interdisciplinary study of how the Russian novel developed, in part, as a carrier of a masculine domestic ideology. Dr. Grigoryan's research interests include 18th- and 19th-century Russian literature and culture, neoclassicism, sentimentalism, romanticism, realism, Russian imperial politics and aesthetics, history of the book, history of reading in the Russian Empire in a comparative context, global contexts of Russian imperial cultural production, theories and histories of the novel and new materialism.
FEBRUARY 12
2-3:30 pm (ET) | 1-2:30 pm (CT) | 12-1:30 pm (MT) | 11 am-12:30 pm (PT)
New Directions in Research: Race, Gender, and Indigeneity in the American Arctic and Siberia
REGISTER "Big Noses, Angry Babushki, Mixed Messages: Racialized Expectations of Linguistic and Cultural Performance in Asian Russia"
PRESENTATIONS:
FEBRUARY 19
2-3:30 pm (ET) | 1-2:30 pm (CT) | 12-1:30 pm (MT) | 11 am-12:30 pm (PT)
Talking About Whiteness: Racial and Ethnic Minorities in Eastern Europe, Russia, and Central Asia
REGISTER
"On How to Choose One's Ancestors: James Joyce in Russian Literature"

José Vergara is Visiting Assistant Professor of Russian at Swarthmore College where he teaches courses on Russian language and culture of all eras. He specializes in prose of the twentieth and twenty-first centuries, with an emphasis on experimental works. His first book, All Future Plunges to the Past: James Joyce in Russian Literature (forthcoming with Cornell University Press, 2021) examines Russian literary responses to James Joyce. He has also published articles on authors including Vladimir Nabokov, Mikhail Shishkin, and Sasha Sokolov in a variety of journals. His public writing has appeared in the Los Angeles Review of Books and Asymptote. Additionally, he has advocated for diversity and inclusivity in Slavic Studies through prison education programs. More information can be found on his website: www.josevergara.net.

Lindsay Ceballos is Assistant Professor of Russian and East European Studies at Lafayette College. She has published articles on Pushkin, Russian symbolism, and the history of Slavic Studies in the United States. For the 2020-21 academic year, she was awarded a Postdoctoral Fellowship at the Davis Center at Harvard University and an ACLS Fellowship for work on her book manuscript, Dostoevsky's Disciples, dedicated to Dostoevsky's afterlife in the political and religious worldviews of Symbolist, liberal, and religious-philosophical thinkers of the Silver Age.
FEBRUARY 26
2-3:30pm (ET) | 1-2:30 pm (CT) | 12-1:30 pm (MT) | 11 am-12:30 pm (PT)
#BLM: Reception in Eastern Europe, Russia, and Central Asia
REGISTER
MODERATOR:

Manduhai Buyandelger is Associate Professor of Anthropology at the Massachusetts Institute of Technology. She received her Ph.D. from Harvard University and was a post-doctoral fellow at Harvard Society of Fellows. Her first book Tragic Spirits: Shamanism, Gender, and Memory in Contemporary Mongolia (University of Chicago Press, 2013) won a 2014 Francis L.K. Hsu Book Prize from the Society of East Asian Anthropology and was shortlisted as one of the top five social science books on Asia by the International Convention of Asia Scholars (ICAS) in 2015. Her essays appeared in American Ethnologist, Journal of Royal Anthropological Association, Inner Asia, and Annual Review of Anthropology. She is currently working on her second book, tentatively titled A Thousand Steps to the Parliament: Women Running for Election in Postsocialist Neoliberalizing Mongolia. In this monograph, she focuses on the ways in which democratic elections and neoliberal policies influence the co-constitution of gender and politics, and the ways in which Mongolian case makes legible some of the taken-for-granted and normalized aspects of democratization in more established democracies elsewhere.

PRESENTATIONS:

"Gender Articulations from Decolonial Indigenous Perspectives in the Russian and American Arctic"

Olga Ulturgasheva is a Senior Lecturer/Associate Professor in Social Anthropology at the University of Manchester, UK. Over the last 20 years she has been engaged in several anthropological and cross-disciplinary studies exploring human and non-human personhood, childhood and youth, climate change, resilience and adaptation patterns in Siberia, Alaska, and Amazonia. She is the author of Narrating the Future in Siberia: Childhood, Adolescence and Autobiography among the Eveny (Berghahn Books 2012) and co-editor of Animism in Rainforest and Tundra: Personhood, Animals, Plants and Things in Contemporary Amazonia and Siberia (Berghahn 2012). She serves as Principal Investigator and co-Principal Investigator for two large international, collaborative research projects funded by the US National Science Foundation (NSF) and European Research Council (ERC).

Kathryn E. Graber is Assistant Professor of Anthropology and Central Eurasian Studies at Indiana University, Bloomington. A linguistic and sociocultural anthropologist, she researches minority language politics, multilingualism, mass media, materiality, and intellectual property in Russia and Mongolia. She is the author of Mixed Messages: Mediating Native Belonging in Asian Russia (Cornell University Press, 2020) and co-editor of Storytelling as Narrative Practice: Ethnographic Approaches to the Tales We Tell (Brill, 2019). Graber's award-winning writing on Buryatia has appeared in journals such as Slavic Review, the Journal of Linguistic Anthropology, Language & Communication, and Inner Asia, as well as in a number of Russian collections. Since 2014 she has been researching how value is negotiated in the Mongolian cashmere industry, based on fieldwork at sites along the commodity chain. Her research has been funded by agencies including the National Science Foundation, the US Department of Education/Fulbright-Hays, and the Social Science Research Council. Dr. Graber is also an award-winning teacher, offering courses at IUB that bridge anthropology and area studies. She holds an A.B. in Anthropology and Linguistics (University of Chicago), M.A. in Russian and East European Studies (University of Michigan), and M.A. and Ph.D. in Anthropology (University of Michigan). She previously held postdoctoral fellowships at the Kennan Institute of the Woodrow Wilson International Center for Scholars and at IUB.

MODERATOR:

Roman Utkin specializes in twentieth-century Russian and Soviet poetry, prose, and visual culture. He enjoys teaching and writing on queer theory, exile, comparative modernisms, performance studies, and cinema. His current book project, Russian Berlin, examines the patterns of migration and cultural flows between Eastern and Central Europe and shows how refugees from Soviet Russia formed a unique diasporic community in Weimar Berlin. A native speaker of both Tatar and Russian, Roman serves on the board of the Committee on Advocacy for Diversity and Inclusion within the Association for Slavic, East European, and Eurasian Studies. He is also a founding member of Q*ASEEES, the Society for the Promotion of LGBTQ Studies in Eastern Europe and Central Asia. Roman was educated in Russia and the United States, earning an undergraduate degree in philology at Kazan State University (2007) and a Ph.D. in Slavic languages and literatures at Yale University (2015). Prior to joining the Wesleyan faculty, he taught at Davidson College.

SPEAKERS:

Marius Turda is Director of the Centre for Medical Humanities and Professor in 20th Century Central and Eastern European Biomedicine at Oxford Brookes University (UK). Originally from Maramureș (northern Romania), Prof. Turda has been teaching at Oxford Brookes since 2005. He is the founding director of the Cantemir Institute at the University of Oxford (2012-2013) and founder of the Working Group on the History of Eugenics and Race (HRE), established in 2006. He is a member of Academia Europaea, Fellow of the Royal Historical Society and Fellow of the Galton Institute. He has published extensively on the history of race and eugenics in East-Central Europe, with a particular focus on Hungary and Romania. He is the general editor of the 6 volume series A Cultural History of Race (London, 2021). At the moment he's completing a book on scientific racism in interwar Hungary.

Lauren Woodard is a Postdoctoral Associate and Lecturer in Russian, East European and Eurasian Studies in the MacMillan Center at Yale University. Her research interests are migration governance, national identity, diasporas, and borders. Trained as a cultural anthropologist at the University of Massachusetts-Amherst, her research focuses on migration, race, and national identity in Russia. Based on 13 months of ethnographic fieldwork conducted among government officials and immigrants in Russia, her book project, The Politics of Return, examines tensions between exclusion and inclusion in Russia's migration policies.

Sean Roberts is Associate Professor of the Practice of International Affairs and Director of the International Development Studies Program at George Washington University. Having conducted ethnographic fieldwork among the Uyghur people of Central Asia and China during the 1990s, he has published extensively on this community in scholarly journals and collected volumes. In addition, he produced a documentary film on the community entitled Waiting for Uighurstan (1996). His present research is focused on China's development of the Xinjiang Uyghur Autonomous Region as well as on democracy development in former Soviet Central Asia. Roberts continues his applied work on the design and evaluation of democracy and governance projects in the former Soviet Union, most recently in Ukraine where he worked on a USAID project to support decentralization and anti-corruption.

Monika Bobako is Associate Professor at the Adam Mickiewicz University in Poznań, Poland. She holds PhD as well as habilitation in philosophy and an MA in gender studies (obtained from the Central European University in Budapest). She is the author of two books, Islamophobia as a Technology of Power: A Study in Political Anthropology (Kraków 2017, in Polish) and Democracy and Difference: Multiculturalism and Feminism in the Perspective of the Politics of Recognition (Poznań 2010, in Polish). She is also the editor of the volumes The Theologies of Emancipation (Praktyka Teoretyczna, 2013) and Islamophobia: Contexts (Praktyka Teoretyczna, 2017). Her areas of specialization include political anthropology, critical race theory, postcolonial theory, and religious studies (with a special focus on Islam as well as gender). In 2018 her book Islamophobia was awarded the Jan Długosz Prize and was nominated for the Tadeusz Kotarbiński Prize, which are both major academic awards in Poland.

MODERATOR:

Sibelan Forrester serves as the President of the Association for Slavic, East European, and Eurasian Studies and is the Susan W. Lippincott Professor of Modern and Classical Languages and Russian at Swarthmore College in Swarthmore, Pennsylvania. Dr. Forrester's primary academic specialty is Russian poetry of the 20th and 21st centuries, with significant secondary specializations in folklore, South Slavic literature and culture, and women's and gender studies; she also does teaching and research in science fiction and literary translation (theory and practice). She has published numerous co-edited volumes and translations of fiction, poetry, scholarly prose and songs from Croatian, Russian and Serbian, and original poetry (in English). Her co-edited volume Times of Mobility: Transnational Literature and Gender in Translation was recently published by Central European University Press. Dr. Forrester has held fellowships from the National Endowment for the Humanities and the Social Science Research Council; her translations have won the Heldt Prize twice for Best Translation in Russian, East European and Eurasian Women's Studies and the AATSEEL Award for Best Scholarly Translation. Dr. Forrester has served the field through numerous professional organizations, including as President of the Executive Council of the Association of Departments of Foreign Languages in the Modern Language Association) and as President of the American Association of Teachers of Slavic and East European Languages. She is the current editor of the journal Russian Studies in Literature and is on the editorial board of the Slavic and East European Journal.

SPEAKERS:

Angéla Kóczé Assistant Professor of Romani Studies, Chair of Romani Studies Program, and Academic Director of the Roma Graduate Preparation Program at Central European University, Budapest. Her research focuses on the intersections between gender, ethnicity and class as well as the social and legal inequalities faced by the Roma in various European counties. She has published several peer-reviewed academic articles and book chapters with various international presses including Palgrave Macmillan, Ashgate, and Central European University Press, as well as several thematic policy papers related to social inclusion, gender equality, social justice and civil society. She is a co-editor of The Romani Women's Movement: Struggles and Debates in Central and Eastern Europe (Routledge, 2019), with Violetta Zentai, Jelena Jovanović and Enikő Vincze), and The Roma and their Struggle for Identity in Contemporary Europe (Oxford: Berghahn, 2020, with Huub van Baar). In 2013, the Woodrow Wilson International Center for Scholars, in Washington D.C., honored Kóczé with the Ion Ratiu Democracy Award for her interdisciplinary research approach, which combines community engagement and policy making with in-depth participatory research on the situation of the Roma. Outside of her academic career, she has worked as a Senior Policy Adviser in the Hungarian Government (2004-2008), was a director of the human rights education program at the European Roma Rights Center (1998-2003), and was the founding director of the Romaversitas program in Budapest (1996-1997), which offers scholarships and mentorship to underprivileged students.

Diana Kudaibergenova is University Lecturer at the Department of Sociology, University of Cambridge. As a political and cultural sociologist, she studies different intersections of power relations dealing with concepts of state, nationalizing regimes and ideologies. Dr. Kudaibergenova's recent monograph, Toward Nationalizing Regimes: Conceptualizing Power and Identity in the Post-Soviet Realm (University of Pittsburgh Press, 2020) offers a comparative analysis of nation-building processes in Latvia and Kazakhstan after 1991. Her first book, Rewriting the Nation in Modern Kazakh Literature (Lexington, 2017) offers a study of nationalism, modernization and cultural development in modern Kazakhstan. Currently, she is completing her third book manuscript on power, state and resistance in contemporary art in post-Soviet Eurasia.

Maxim Matusevich is Professor of History and Director of the Russian and East European Studies Program at Seton Hall University. He teaches courses in Global, African, and Cold War history. Dr. Matusevich's research focuses on the history of cultural and political encounters between Africa and Russia/Soviet Union. His most recently published work includes: "Soviet Anti-racism and Its Discontents: The Cold War Years," in James Mark, Artemy M. Kalinovsky and Steffi Marung, eds., Alternative Globalizations: Eastern Europe and the Postcolonial World, Bloomington (Indiana University Press, 2020) and "Zog Nit Keyn Mol: Paul Robeson's Tragic Love of Russia," in Felipe Espinoza Garrido, Caroline Koegler, Deborah Nyangulu, and Mark U. Stein, eds., Locating African European Studies: Interventions, Intersections, Conversations (Routledge, 2019).

Jakobi Williams is a Ruth N. Halls Associate Professor at Indiana University, Bloomington. He is a Civil Rights, Black Power, Social Justice, and African American history scholar. He has served as a consultant regarding Civil Rights issues and African American history for the Andrew W. Mellon Foundation, Southern Poverty Law Center, The National Civil Rights Museum, The Social Justice Institute at the University of Illinois-Chicago, and the Kairos-Center for Religion, Rights, and Social Justice-which helped to found the New Poor People's Campaign led by Rev. Barber. His most recent book, From the Bullet to the Ballot: The Illinois Chapter of the Black Panther Party and Racial Coalition Politics in Chicago, was published by the University of North Carolina Press under the prestigious John Hope Franklin Series. Dr. Williams is completing two books, Neighborhoods First and Global Call of Power to the People. Both books examine the monumental impact of the Black Panther Party (BPP) on non-African American groups both domestically and abroad as a model for grassroots community organizing to address disparities and disadvantages. Dr. Williams most recent awards include the Mellon Foundation funded Black Metropolitan Research Consortium fellowship, National Endowment for the Humanities grant, the National Humanities Center fellowship, and the Big Ten Academic Alliance-Academic Leadership Program award.

SPONSORS:
Center for East European and Russian/Eurasian Studies, University of Chicago
Center for Russia, East Europe, and Central Asia, University of Wisconsin-Madison
Center for Russian, East European, and Eurasian Studies, University of Michigan
Center for Russian, East European, and Eurasian Studies, University of Texas at Austin
Center for Slavic and East European Studies, Ohio State University
Davis Center for Russian and Eurasian Studies, Harvard University
Inner Asian and Uralic National Resource Center, Indiana University, Bloomington
Institute of Slavic, East European, and Eurasian Studies, University of California, Berkeley
Russian, East European, and Eurasian Center, University of Illinois, Urbana-Champaign
Russian and East European Institute, Indiana University, Bloomington

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From Critical Pedagogies to Research Practice and Public Engagement in Slavic, East European, and Eurasian Studies Among the first African Americans to join the American Communist Party and an important architect of communist approaches to race, racism, and African American equality, Lovett Fort- Whiteman (1889-1939) was one of the US citizens convinced (naively, to be sure) that Soviet society showed the way for overcoming racism in the United States.

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Национальный корпус русского языка

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Национальный корпус русского языка

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Внимание! Корпус переходит на новую версию поиска!

Временно на сайте будут действовать две версии корпуса: старая и новая. В дaльнейшем Новая версия будет активно развиваться, а старая поддерживаться больше не будет. Просим вас активно пользоваться новой версией и сообщать нам о всех замеченных ошибках.

Сообщить об ошибке Подробнее Как составить сообщение об ошибке

На этом сайте помещен корпус современного русского языка общим объёмом более 600 млн слов. Корпус русского языка - это информационно-справочная система, основанная на собрании русских текстов в электронной форме.

Корпус предназначен для всех, кто интересуется самыми разными вопросами, связанными с русским языком: профессиональных лингвистов, преподавателей языка, школьников и студентов, иностранцев, изучающих русский язык.

Развитие подкорпусов НКРЯ (основного, поэтического, параллельного, акцентологического, диалектного) в 2015 году осуществлялось при поддержке РГНФ, проекты № 15-04-12018 "Развитие специализированных модулей НКРЯ" и № 14-04-12012 "Корпус диалектных текстов Национального корпуса русского языка. Пополнение и разметка".
Как пользоваться Корпусом (инструкция в формате PDF)Подробнее о корпусе

Пополнен диалектный корпус, объём которого достиг 390 тыс. словоупотреблений со снятой омонимией. Добавлены тексты из различных регионов и диалектных зон: северные говоры (Архангельская область), среднерусские (Тверская область), южнорусские (Смоленская, Тамбовская области), говоры позднего формирования (Поволжье, Урал, Сибирь). Представлены разные фольклорные и бытовые жанры и тематики. 48 из этих новых текстов сопровождаются аудиозаписями, 3 - видеозаписями (они доступны через ссылку в метапризнаках документа). Работы по пополнению корпуса выполнены при поддержке проекта РФФИ № 18-012-00557.
В поэтическом корпусе стала доступна функция поиска по точному имени автора, расширены возможности отбора подкорпуса (теперь можно выбрать больше строфических вариантов и дополнительных признаков).

Обновлена общая статистика корпуса на сайте.
Восстановлен показ количества найденных примеров по ссылке "Все примеры" на странице результатов поиска.
В ряде параллельных корпусов ( китайский, бурятский, армянский) стал доступен поиск по полю "Перевод".
Также исправлен ряд небольших технических погрешностей во всех корпусах - такая работа ведется в постоянном режиме, мы благодарны любым сообщениям об ошибках.
Об обнаруженных ошибках сообщайте, пожалуйста, на адрес info@ruscorpora.ru или нажав на кнопку "Сообщить об ошибке", мы обязательно постараемся их исправить.

Мультимедийный корпус пополнен до 5,1 млн словоупотреблений. Были добавлены большие коллекции текстов устной научной речи (доклады на конференциях, учебные и популярные лекции, теле- и радиопередачи), устной политической речи (интервью, пресс-конференции, выступления на митингах, собраниях и съездах, ток-шоу на радио и ТВ и мн. др.). Исправлен ряд ошибок поиска и выдачи.
В корпусе берестяных грамот создана отдельная страница отбора подкорпуса с возможностью построить подкорпус по городу, номеру грамоты, жанру, языку, материалу (при помощи этого параметра можно выбрать две свинцовые грамоты, традиционно рассматриваемые в одном ряду с берестяными) и датировке. Поисковую выдачу можно упорядочить по дате. Метаинформация каждой включенной в корпус грамоты связана гиперссылкой с соответствующей записью обновленной в 2018 г. базы данных gramoty.ru, что позволяет перейти от поисковой выдачи к изображению грамот и исследовательской литературе. Исправлен ряд ошибок поиска и выдачи в корпусе. Работа над корпусом берестяных грамот поддерживается проектом РНФ № 19-18-00352.
Улучшена выдача в Excel для всех корпусов.

В составе старорусского корпуса стали доступны для поиска восточнославянские деловые тексты XIII-начала XVI вв. объёмом около 90 тыс. словоупотреблений из издания "Полоцкие грамоты" (2015) под редакцией А. Л. Хорошкевич. Работы выполнены по гранту РФФИ 18-512-18003. Тексты не снабжены грамматической разметкой. Планируется дальнейшее их включение в древнерусский корпус (тексты до 1400 г.) и в новый корпус "простой мовы" (тексты XV-начала XVI вв.).
В старорусском корпусе усовершенствован показ шрифтовых выделений в тексте.
В церковнославянском и старорусском корпусах поиск по трем видам орфографии теперь работает на всём массиве текстов.
Восстановлен показ расширенного контекста в параллельном корпусе.
Восстановлено сглаживание в графиках. Точки на графике со сглаживанием отражают точное значение в этот год.

Исправлен ряд ошибок, связанных с отбором и сбросом подкорпуса в диалектном, церковнославянском и параллельном корпусах.
Также исправлен ряд небольших технических погрешностей во всех корпусах - такая работа ведется в постоянном режиме, мы благодарны любым сообщениям об ошибках.
Об обнаруженных ошибках сообщайте, пожалуйста, на адрес info@ruscorpora.ru или нажав на кнопку "Сообщить об ошибке", мы обязательно постараемся их исправить.

Пополнен параллельный корпус. Совокупный объём двуязычных пар вырос на четверть и достиг цифры 134 миллиона словоупотреблений.
Англо-русская языковая пара (здесь и далее - в обоих направлениях перевода) достигла 34 млн словоупотреблений; в корпус включена коллекция научно-популярных и публицистических текстов, а также переводы русской художественной литературы на английский. Немецко-русский корпус вырос втрое и составляет 29 млн словоупотреблений: сюда входит немецкая проза XIX-XX веков, причем многие произведения представлены в нескольких русских переводах; добавлены также новости немецких СМИ и русская художественная проза разных периодов. Шведско-русский корпус составляет 12.2 млн слов и пополнен современными художественными и публицистическими текстами. Объём французско-русского корпуса - 5,6 млн слов. Пополнены также параллельные корпуса балтийских языков - латышского до 3,4 млн слов, литовского до 0,7 млн. Появились ранее не представленные в корпусе тексты, переведенные с болгарского на русский - 1,6 млн словоупотреблений (классика и проза XX в.).
Команда НКРЯ благодарит за предоставленные выровненные тексты М. А. Куниловскую (англо-русская языковая пара) и Д. Н. Шаповаленко (немецко-русская).
Китайско-русский параллельный корпус сделан доступным для поиска, а также значительно расширен - примерно до 2,4 миллионов словоформ.
Пополнен древнерусский корпус. В него теперь входит 27 текстов объёмом 570 тыс. словоупотреблений. Добавлены памятники XI-XIII веков - жития, хожения, поучения, законодательный свод "Русская Правда" и другие тексты. В разметку ряда текстов внесены исправления.

Восстановлена работа графиков на всём временном диапазоне в основном, газетном и поэтическом корпусах.
Поэтический корпус пополнен до 12,4 млн словоупотреблений. В него включены стихотворения поэтов XX - начала XXI в. (Юрий Домбровский, Ян Сатуновский, Олег Охапкин, Сергей Стратановский, Елена Шварц, Алексей Цветков, Григорий Дашевский).
Русская классика в немецких переводах объединена с немецким корпусом в составе параллельного корпуса.
Об обнаруженных ошибках сообщайте, пожалуйста, на адрес info@ruscorpora.ru или нажав на кнопку "Сообщить об ошибке", мы обязательно постараемся их исправить.

Газетный корпус пополнен до 305 млн словоупотреблений. Расширен список изданий: добавлены тексты СМИ за 2014-2018 гг. ("Газета.ру", "Коммерсант", "Лента.ру", "Московский комсомолец", "Новая газета"). В корпус региональной и зарубежной прессы включены 10 новых газет, как региональных, так и районных.
Основной корпус пополнен до 322 млн словоупотреблений. Среди новых поступлений - периодика XVIII-XXI веков, в том числе периодические издания русской эмиграции, современные литературные журналы, большая коллекция дневников и мемуаров, художественные, публицистические и научные книги разных периодов, современные тексты электронной коммуникации и электронных СМИ. Благодарим Центр изучения эго-документов "Прожито" за предоставленные материалы.
В основном и газетном корпусах теперь корректно показывается расширенный и нерасширенный контекст.
В старорусском корпусе добавлена возможность поиска по грамматическим признакам.
Появилась возможность скачивания результатов поиска в формате CSV.
Исправлен ряд ошибок, связанных с неправильным отбором подкорпуса. Работа с этим типом ошибок будет продолжаться.
Об обнаруженных ошибках сообщайте, пожалуйста, на адрес info@ruscorpora.ru или нажав на кнопку "Сообщить об ошибке", мы обязательно постараемся их исправить.

Акцентологический корпус пополнен до 132 млн словоупотреблений.
В акцентологическом корпусе теперь корректно показывается расширенный и нерасширенный контекст.
Исправлен ряд ошибок, возникающих при точном поиске: сложные запросы с использованием операторов "*", "-", а также запросы с кавычками, пробелами, запятыми и другими знаками препинания обрабатываются корректно.
Изменен формат показа запроса в верхней части страницы выдачи: теперь запрос показывается в том виде, как его интерпретирует поиск. Операторы выделены цветом.
В биграммах некоторое время назад стал доступен точный поиск без учета морфологии и пунктуации. Из результатов поиска теперь можно посмотреть примеры употребления биграммов по ссылке "Примеры".
Также исправлен ряд небольших технических погрешностей во всех корпусах - такая работа ведется в постоянном режиме, мы благодарны любым сообщениям об ошибках. Об обнаруженных ошибках сообщайте, пожалуйста, на адрес info@ruscorpora.ru или нажав на кнопку "Сообщить об ошибке", мы обязательно постараемся их исправить.

В апреле в новой версии Корпуса произошли следующие изменения:
Исправлен ряд ошибок, возникающих при лексико-грамматическом поиске:
- сложные запросы с использованием операторов "*", "|", "-" теперь обрабатываются корректно
- запросы с кавычками, пробелами и операторами обрабатываются корректно
- запросы одновременно с грамматическими и семантическими признаками обрабатываются корректно
- поиск слов с е/ё производится корректно независимо от написания слова
В лексико-грамматическом поиске реализован поиск по нескольким последовательным словам с расстоянием между ними для случаев, когда одно из окон запроса пустое. Такие запросы теперь обрабатываются как словосочетания с любым словом на месте, соответствующем пустому окну.
В церковнославянском корпусе восстановлен поиск по сложным запросам в лексико-грамматическом поиске.
Обновлены данные об объёме параллельных корпусов.
Стало возможным копировать информацию из всплывающих окон с данными о слове или тексте.
Если вы заметите ошибки в лексико-грамматическом поиске - напишите, пожалуйста, об этом на адрес info@ruscorpora.ru или сообщите о проблеме нажав на кнопку "Сообщить об ошибке", это поможет нам наладить работу соответствующей функции.

В марте в новой версии Корпуса были исправлены следующие ошибки:
В ряде параллельных корпусов восстановлен инфинитив в таблице грамматических признаков.
В поэтическом корпусе на странице выбора подкорпуса "сонет" убран из списка параметров "Жанр текста" и оставлен в списке параметров "Строфика".
При сбрасывании подкорпуса на одной из открытых станиц сайта поиск теперь производится по всему объёму корпуса на всех открытых страницах.
Ведутся работы по улучшению отображения нерасширенного и расширенного контекстов выдачи:
В устном корпусе сокращен размер нерасширенного контекста, по ссылке из выдачи открывается расширенный контекст.
В поэтическом корпусе по ссылке из выдачи открывается расширенный контекст (до 100 строк). В расширенном контексте подсвечиваются вхождения найденного. Исправлен формат выдачи метаданных. По ссылке из списка отобранных текстов на странице выбора подкорпуса открывается весь текст стихотворения (до 1000 строк).
Если вы заметите ошибки в формате выдачи расширенного и нерасширенного контекстов в устном и поэтическом корпусах - напишите, пожалуйста, об этом на адрес info@ruscorpora.ru или сообщите о проблеме нажав на кнопку "Сообщить об ошибке", это поможет нам наладить работу этих функций.

В феврале в новой версии Корпуса были пополнены несколько корпусов:
Региональный корпус пополнен до 17 млн словоупотреблений.
Устный корпус пополнен до 13 млн словоупотреблений.
Синтаксический корпус пополнен до 1,1 млн словоупотреблений.
Восстановлены таблицы постраничных частот.
В устном корпусе восстановлен поиск искаженных форм.

За декабрь-январь в новой версии Корпуса налажены следующие функции:
Восстановлена возможность поиска слов в зоне рифмовки в поэтическом корпусе.
Стал доступен экспорт результатов поиска в таблицу Excel в объёме 500 записей. Если вы заметите ошибки в таблице с результатами, сообщите, пожалуйста, о них при помощи кнопки "Сообщить об ошибке".
На главной странице сайта появилась ссылка на инструкцию по составлению сообщения об ошибке.

Дорогие коллеги,
Начинаем вести регулярное (примерно раз в месяц) оповещение пользователей о том, что было исправлено в новой версии Корпуса за истекший период.
С момента временного отключения старой версии в сентябре в новой версии Корпуса налажены следующие функции:
Сортировка результатов выдачи:
Сортировка по дате - восстановлен прямой и обратный хронологический порядок сортировки выдачи (упорядочивание выдачи в настройках).
Исправлена еще одна ошибка в настройках сортировки выдачи - результат выдачи больше не пропадает при сортировке по дате и по другим признакам.
Восстановлена возможность отбора подкорпуса по дате создания и дате публикации.
Исправлены ошибки, которые возникали при вводе запроса в окно поиска:
Знаки препинания в запросе в окне точного поиска теперь не влияют на результат поиска.
Лишний пробел в начале или в конце запроса в окне точного и лексико-грамматического поиска теперь не влияет на результат поиска.
Стало возможным просматривать до 500 страниц выдачи.
Восстановлена возможность одновременного доступа к корпусу с многих компьютеров (актуальная, например, при работе группы студентов или школьников).
Расстояние между лексемами:
Восстановлена возможность задавать сложный поиск из нескольких лексем с расстоянием между лексемами в окне лексико-грамматического поиска.
Исправлен некорректный показ условий поиска в начале выдачи лексико-грамматического поиска с расстоянием между лексемами и в начале выдачи точного поиска при поиске словосочетания.
Если вы заметите, что что-то из перечисленного не работает или восстановлено не полностью - напишите, пожалуйста, об этом на адрес info@ruscorpora.ru или сообщите о проблеме нажав на кнопку "Сообщить об ошибке" на странице с неправильными результатами, мы обязательно постараемся это исправить.

Объём латышско-русского и русско-латышского параллельного корпуса вырос более чем втрое и достиг 2,5 млн словоупотреблений. Объём бурятско-русско и русско-бурятского параллельного корпуса вырос более чем вдвое и достиг 270 тыс. словоупотреблений.

Опубликован список победителей олимпиады Школы лингвистики НИУ ВШЭ и образовательного сайта "Верные слова" "Что может корпус". Интервью с участниками олимпиады.

Пополнение параллельных корпусов, совокупный объём которых достиг 76,8 млн словоупотреблений.
Открыт новый параллельный шведско-русский корпус объёмом 400 тысяч словоупотреблений с морфологической разметкой.
Испанско-русский корпус преодолел пилотную стадию, вырос более чем вчетверо и насчитывает 1,3 млн словоупотреблений. В него включены тексты современных испаноязычных СМИ в русском переводе, а также художественная литература XIX-XX веков.
Существенно вырос объём и китайско-русского параллельного корпуса, насчитывающего теперь 180 тысяч слов.
Пополнились также французский (до 3,9 млн), белорусский (до 9,4 млн), бурятский (до 120 тысяч) и другие параллельные корпуса.

Школа лингвистики НИУ ВШЭ и образовательный сайт "Верные слова" организуют онлайн-олимпиаду "Что может корпус". Олимпиада проходит с 20 марта по 20 апреля в трёх возрастных группах: дети 7-10 лет, 10-13 лет и 13-16 лет. Цель олимпиады - показать детям, родителям и учителям, какие сведения о языке и культуре они могут получить в Национальном корпусе русского языка и как эффективно работать с этим ресурсом дома и на уроках.

Пополнены акцентологический корпус (до 31,7 млн словоупотреблений) и устный корпус (до 12 млн).
Пополнение в составе мультимедийного корпуса (более 4,6 млн словоупотреблений) и Мультимедийного параллельного корпуса, который теперь включает в себя 6 постановок и 3 экранизации пьесы Н. В. Гоголя "Ревизор".

Вышел первый сборник материалов к "Корпусной грамматике русского языка" - синхронного описания русской грамматики, опирающегося на данные Корпуса (проект rusgram.ru). Материалы к корпусной грамматике русского языка. Глагол. Часть 1. СПб.: Нестор-История, 2016.
Авторы: Н. Р. Добрушина, А. Б. Летучий, Е. В. Падучева, С. С. Сай.
Ответственный редактор: В. А. Плунгян.
Научные редакторы: Е. В. Рахилина, Е. Р. Добрушина, Н. М. Стойнова.

Пополнение параллельных корпусов: их совокупный объём составляет 72,2 млн слов. Среди пополненных параллельных корпусов: английский (текущий объём 24,6 млн), немецкий (9,1 млн), белорусский (8,1 млн), французский (2,8 млн), латышский (730 тыс.), испанский (320 тыс.), бурятский (75 тыс.)

В поэтическом корпусе добавлена возможность выбирать подкорпус по обозначенному автором месту написания стихотворения. Кроме того, можно формировать подкорпус по унифицированным современным названиям географических пунктов (ряд пунктов обозначается в текстах несколькими способами - СПб., Петроград, Ленинград и др.).

Выложена новая версия глубоко аннотированного корпуса русских текстов СинТагРус объёмом более 1 млн словоупотреблений. Добавлена возможность поиска лексических функций.

Не стало Елены Александровны Гришиной - главной вдохновительницы и создательницы мультимедийных и устных корпусов в составе Национального корпуса русского языка, замечательной исследовательницы русской устной речи и жестикуляции. Светлая ей память.

В параллельный корпус добавлен пилотный параллельный бурятско-русский текст - роман "Путь праведный" Б. Санжина и Б. Дандарона объёмом 40 тыс. словоупотреблений. Текст снабжён морфологической разметкой (аналогичной принятой в бурятском корпусе) и формой грамматического поиска.

Пополнение параллельного корпуса. Размер английского корпуса вырос с 20,2 до 24,6 млн словоупотреблений; он пополнен переводами русской классики и представительным собранием сочинений В. В. Набокова как русского, так и американского периода, в том числе в авторских переводах. Объём белорусского корпуса увеличился вдвое - с 3.4 до 6.8 млн словоупотреблений. Включены переводы русской и белорусской классики и приключенческой литературы.
Итальянский корпус преодолел пилотную стадию (0,7 млн) и насчитывает 4 млн словоупотреблений. Он включает художественные, философские и публицистические тексты разных периодов.
Открыт новый эстонский корпус объёмом 400 тыс. словоупотреблений (художественные тексты). Тексты снабжены морфологической разметкой. Пополнен также ряд других параллельных корпусов.
Для каждого двуязычного подкорпуса теперь доступна форма грамматического запроса, учитывающая специфику грамматических помет для соответствующего языка.

Пополнен древнерусский корпус. Для поиска доступно ещё три памятника: "Житие Андрея Юродивого", "Повесть об Акире Премудром" и "Вопрошание Кириково". Всего в корпусе теперь более полумиллиона слов. В древнерусском корпусе доступен поиск по семантической разметке многозначных слов и омонимов (возможно отдельно искать, например, миръ "вселенная" и миръ "покой").

Открыт подкорпус"Русская классика в немецких переводах", составленный при помощи Фонда поддержки Интернет. Объём подкорпуса 5 млн словоупотреблений, хронологический охват оригинальных текстов - от Пушкина до Горького, немецких переводов - от 1860-х до 1980-х годов.
Архив новостей

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Национальный корпус русского языка

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Временно на сайте будут действовать две версии корпуса: старая и новая. В дaльнейшем Новая версия будет активно развиваться, а старая поддерживаться больше не будет. Просим вас активно пользоваться новой версией и сообщать нам о всех замеченных ошибках. Сообщить об ошибке Подробнее Как составить сообщение об ошибке На этом сайте помещен корпус современного русского языка общим объёмом более 600 млн слов.

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BBC News (Русская служба): Черный русский: как живут чернокожие россияне?

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BBC News (Русская служба): Черный русский: как живут чернокожие россияне?

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BBC News Русская служба

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Около 70 тысяч россиян - чернокожие. Как им живется, с какими проблемами они сталкиваются и что чаще всего у них спрашивают прохожие?

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Черный русский: как живут чернокожие россияне? - BBC News Русская служба

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Около 70 тысяч россиян - чернокожие. Как им живется, с какими проблемами они сталкиваются и что чаще всего у них спрашивают прохожие?