Mogadishu on the Mississippi: Language, Racialized Identity, and Education in a New Land
September 2010, Wiley-Blackwell
- Investigates the language learning, multiple literacy development, and schooling and community experiences of the Somali population in Minnesota - a community which is Muslim, refugee, and under-schooled
- Brings together five years of interdisciplinary research, drawing upon theories from the fields of applied linguistics, second language acquisition, education, and sociology
- Uses a range of epistemological frames to explore central and contemporary problems that tie language learning to racialized, religious, and gendered identities
- Argues for the centrality of socio-political contexts in language learning and for the integration of advocacy and research
1. Engaged Scholarship in the Somali Communities of Minnesota.
2. Orality and Literacy within the Somali Diaspora.
3. Multilingualism and Multiliteracy among Somali Adolescent Girls.
—Sandra L. McKay, Professor Emeritus, San Francisco State University