Educational Barriers Research Articles

PARENTAL PERSPECTIVES ON EARLY CHILDHOOD EDUCATION IN BANGLADESH

This study used a phenomenological qualitative approach to explore the intricate landscape of early childhood education in Bangladesh, focusing on the perspective of parents. The study involves 47 people from three different cities, using in-depth interviews to discover a diverse range of experiences. The application of thematic analysis uncovers six fundamental themes that encompass the various aspects of parental perspectives. The themes encompassed in this study consist of prioritizing holistic development, cultural values and educational aspirations, socio-economic challenges and access barriers, positive perception of early intervention, desire for communication and collaboration with educators, and the need to balance tradition and innovation in education. Through an examination of these issues, the study not only sheds light on the complex nature of parental attitudes but also offers crucial insights for the development of policies and the creation of early childhood education Programs in Bangladesh. The results emphasize the significance of considering cultural, economic, and educational subtleties to develop comprehensive and efficient solutions that align with the varied parental perspectives throughout various regions of Bangladesh.

Analysis of the Causes of the Formation of the “Involution” of Chinese Family Education

Starting from the influence of Chinese traditional reading culture on contemporary Chinese family education, this paper analyzes the reasons for the formation of the “involution” of Chinese family education. The involution means to have fierce competition but no good feedbacks. This study found that the objective reasons include China's national education policy, and the subjective reasons come from the current family education; there are problems such as incomplete awareness of parents' education, lack of educational ability, education comparison and so on. It is proposed that the correct values and competition views should be cultivated among family members so that parents can take the initiative to break the barriers of education and promote the all-around development and healthy growth of children. This article focuses on the role of family education and the educational methods to prevent “involution”, which may provide another way for China's family education.

Analysis of the Affective Factors of High School Struggling Students’ English Learning Based on Affective Filter Hypothesis

The increasing prominence of English parallels the relentless march of globalization. In China’s high schools, it stands as one of the trio of core subjects, a testament to its pivotal role in today’s interconnected world. Yet, despite its undeniable importance, a subset of students grapple with the challenge of learning English and find themselves ensnared by the hurdles they encounter. Turning to the Affective Filter Hypothesis proposed by Krashen, we recognize that motivation to learn, self-confidence, and anxiety are pivotal elements that profoundly impact language acquisition. These three affective factors act as a filter that can either facilitate or impede language learning. This essay will delve into an analysis of an English struggling learner through the lens of Krashen’s Affective Filter Hypothesis, aiming to unearth insights that may guide high school English teachers in supporting their students who face similar educational barriers. By understanding how affective factors influence language absorption, educators can better tailor their instructional strategies and foster an environment conducive to overcoming the linguistic challenges faced by these learners.

Emotional impact and performance in serious games: investigating computational thinking in inclusive education

Serious games have the potential to improve teaching and learning processes by attracting, inspiring and motivating students’ interest. By using educational games, students can develop skills that encompass the computational thinking, enabling students to solve real problems. Given the importance of the development of computational thinking for all students, including those with disabilities, this article aims to evaluate the impact of the insertion of serious games on teaching and learning basic computational thinking concepts in inclusive education. We analyze and correlate the emotional and performance aspects, in order to emotional and performance aspects can contribute to better interactions among students in inclusive education and interaction barriers can impact negativelly on task performance and playability. For this purpose, we selected two serious games and recruited nineteen students with special needs to perform a set of tasks in each game. We measured the emotional and performance aspects through the Geneva Emotions and performance wheel. The results indicate a strong correlation between positive students’ emotions and good students’ performance, significantly impacting the accomplishment of tasks and playability of games.

'Nothing About Us, Without Us': Research Priorities for Autistic Girls, Women and Gender Diverse People in Australia.

Autistic girls, women and gender diverse people have specific needs that are underrepresented in research. Research priorities are often established by funding bodies, researchers, parents, carers and health professionals and may not meet the needs of the diverse Autistic community. This co-produced project aimed to identify what research would benefit the lives of Autistic girls, women and gender diverse people in Australia. We interviewed 47 Autistic girls, women and gender diverse people aged seven and above and obtained feedback from an additional 411 Autistic people through an online survey. Autistic young people identified six key research priorities including (1) better understanding and support at school, (2) understanding our experiences, strengths and challenges, (3) autism specific mental health support, (4) Autistic friendships and relationships, (5) experiences of gender diversity and (6) accommodations to make life easier for us. Eight key research priority areas were identified by Autistic adults including (1) understanding and supporting specific needs in adulthood, (2) experiences of trauma, abuse and sexual violence, (3) supporting mental health and wellbeing, (4) addressing barriers in healthcare, (5) understanding and supporting physical health needs, (6) addressing barriers in education and the workplace, (7) understanding the role of society, embracing neurodiversity and the importance of Autistic identity and (8) co-designing research and supports with Autistic people. We provide a discussion around the importance of focusing on these research priority areas in future autism research in Australia.

Student satisfaction with PATHS advising model

BackgroundThe US Bureau Labor of Statistics reports 203,200 registered nurses fill vacancies produced by nurses retiring or leaving the profession every year (Bureau of Labor Statistics, 2022). The AACN has prioritized baccalaureate preparation and removal of educational barriers. AimsThe aims of this study were to explore the satisfaction and experience of the PATHS advising model in relation to: (1) academic advising, (2) teaching and learning, (3) professional development, and (4) learning community. MethodsA descriptive design approach via a survey comprised of both quantitative and qualitative, open-ended responses was utilized. ResultsQuantitative analysis revealed aggregate average satisfaction rate of 88%. Qualitative results emphasized individualized support, engagement in teaching and learning, expanding thinking beyond the bedside, and supporting wellbeing. ConclusionThis study provides an inclusive path to remove barriers on the journey toward attaining a baccalaureate degree.

Practical training of future teachers as prevention of psychological barriers in inclusive education

Introduction. Currently, international organizations pay special attention to the development of inclusive education system, which, taking into account the special educational needs of everyone, provides quality education at the place of residence and full socialization of people with disabilities. Inclusiveness has become one of the main components of the modern educational system, but at the moment there is a problem of occurrence of psychological barriers in teachers, which is poorly studied and requires detailed research. The aim of the article is to consider the problem of preventing the emergence of psychological barriers in inclusive education in students of pedagogical directions through practical professional training, including the development of their communicative and organizational abilities. Materials and Methods. The study was conducted on the basis of the North-Eastern Federal University named after M.K. Ammosov (NEFU) among students studying in the following fields of training: "Special (defectology) education", "Pedagogical education", "Psychological and pedagogical education", in the number of 122 people, aged from 18 to 23 years. The following methods were used: analysis of sources, regulatory and educational-methodical documents of the North-Eastern Federal University on practical training of students, observation and surveys using the method of E.S. Slyusareva "Psychological barriers of teachers in the process of interaction in an inclusive educational environment" and the method "Assessment of communicative and organizational abilities" (V.V. Sinyavsky, V.A. Fedoroshin), statistical processing of the results by U-Manna-Whitney test. Results of the research. The system of practical training of higher education students for pedagogical activity in inclusive education of future teachers, including practice-oriented educational process, socially significant public activity is developed. A separate aspect of this training is the prevention of psychological barriers in inclusive education in future teachers. The application of the developed system of training contributed to the effective development of communicative and organizational abilities of students, and also demonstrated reliably significant reductions in the criteria "barrier of mental tension (anxiety, inability to initiate contact with a child with disabilities, etc.)" Uemp=178,5; p<0,001, and "difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education", Uemp=248; p<0,043, which indicates that the conducted preventive and developmental work contributed to a decrease in the expression of the presence of difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education. Conclusion. The results of the study indicate the need to rethink the organization and content of the practical component of higher pedagogical education in the aspect of preventing the emergence of psychological barriers in inclusive education in future teachers through the development of their communicative and organizational abilities in the system of practice-oriented learning.

Profitability in rural restaurants and owners' motivation to agritourism: A case from Nepal

AbstractRural Restaurants (RR) are located in rural areas primarily to serve the owner's business interests. However, they also play a crucial role in providing economic opportunities for rural communities and are regarded as a center for rural economy. Rural areas often face challenges such as depopulation due to limited access to public services, inadequate infrastructure, geographical remoteness, economic hardships, educational barriers, and other factors. Thus, this study aims to investigate the profitability of RRs and owners' motivations for agritourism development, as profitability and business expansion are typically positively correlated. Data from 105 samples collected in rural Nepal in 2022 and 2023 were analyzed using Tobit and Ordered Logit regression models, respectively. The study conceptualizes and confirms various contributors to RR profitability, including factors related to the supply side, demand appeal, and those influenced by pandemic‐related factors. Additionally, we explored how owners' motivations for agritourism are influenced by the restaurant's characteristics, quality‐related factors, and other attributes. Policymakers need to support RR owners in developing agritourism initiatives and contribute to quality control through effective enforcement of consumer laws by a responsible and robust quality control team.

Entrepreneurial Barriers among Rural Women in Badin, Pakistan

Women’s entrepreneurship has emerged as a catalyst for economic growth and social progress in developing economies. However, despite their potential, women face multifaceted barriers that hinder their entrepreneurial aspirations and business success. So, the purpose of this research is to explore the barriers to a woman’s intention to starting a new business in the rural context. Using a quantitative approach, primary data is to be collected through self-administered questionnaires from a sample of 385 women from two administrative districts of rural Sindh, Pakistan. For aspiring women entrepreneurs this research has the potential to provide insights into the opportunities and obstacles that women business owners in Pakistan encounter, as well as for policy makers and NGOs, it can provide direction for the development of specific interventions to overcome these obstacles. This paper focuses on examining the relationship between the four barriers, family support, patriarchal culture, entrepreneurship education, and financial barriers, and entrepreneurial intention of rural women of Badin, Pakistan, with mediating effects of self-efficacy and moderating effect of marital status, which have not been studied before, making it original and valuable to the existing literature.

Transformation of Qur'an and Hadith Learning Through Merdeka Curriculum in Indonesia

This research uses qualitative methods to investigate the transformation of Qur'anic and Hadith learning in Indonesia through the implementation of Merdeka Curriculum. The focus of the research includes the identification of barriers in traditional religious education, an emphasis on the need for a more dynamic and inclusive teaching approach to these key texts, as well as an explanation of solutions involving the adoption of Merdeka Curriculum. The curriculum incorporates innovative teaching methods, technology and community participation. The results show that traditional religious education in Indonesia is faced with a number of challenges, including monotonous teaching methods, lack of student interaction, and less relevance to contemporary life. Therefore, a more dynamic and inclusive teaching approach is needed to arouse students' interest and understanding of the Qur'an and Hadith. Merdeka Curriculum is considered a promising solution by bringing together innovative teaching methods, technology and community engagement. Its implementation showed significant improvements in student engagement, understanding, and application of the teachings of the Qur'an and Hadith. In conclusion, curriculum reform through Merdeka Curriculum has an important role to play in strengthening the understanding and appreciation of Islamic principles among students in Indonesia. This more dynamic and inclusive approach can help the younger generation to understand and appreciate the principles of Islam.

The Education Impact on the Innovativeness of Female Entrepreneurship: A Systematic Literature Review

The women's education and its potential impact on entrepreneurship and innovation represent a growing interest in socioeconomic academic research (Paoloni and Manzo, 2023; Pereira, 2020; Bishu and Alkandry, 2017). The present paper makes a systematic literature review based on the topic of Gendered Education and Innovation in female entrepreneurship, considering the evolution over almost the last two decades and the current state of the art. The study is based on the Scopus database. It examines articles, books, and indexed conference proceedings that have focused on the influence of women's education on their entrepreneurial journey and innovative capabilities. The studies having in Abstract, Title, or Keywords "education " AND " innovation " AND " entrepreneur* " OR "enterprise*" AND "gender" are 257. Source types, year of publication, field of research, source title, keywords, country/territory, and language classify studies. After this, the most cited studies were analyzed to answer the RQs. The studies reviewed show a positive correlation between women's level of education and the likelihood of engaging in entrepreneurial activities. Education provides technical and managerial skills, boosts self-confidence and expands networking, facilitating access to resources and opportunities (de las Mercedes Barrachina Fernández et al., 2021; Gupta et al., 2009). From a theoretical point of view, the research contributes to gender studies about female entrepreneurship, focusing on the relationship between education and innovation. Analyzing how education influences women's entrepreneurship can help identify and address educational and socio-cultural barriers that limit women's access to entrepreneurship and active participation in innovation. From a managerial perspective, the results of such research can inform public policy, guiding government and organizational efforts in promoting specific educational programs that encourage women's entrepreneurship and innovativeness. Promoting women's innovativeness and entrepreneurship can contribute to overall economic development, as greater inclusion of women in the business landscape can lead to increased diversity, competitiveness and innovation (Minniti and Nardone, 2007; Morton et al., 2016; Pereira, 2019; Pereira and Salaris, 2019; ).

Classrooms in Hospitals as Spaces of Opportunity Towards Inclusive Education

The objective of this research was to determine the specific difficulties that hospitalized students face in accessing inclusive education in hospital classrooms. The technique used is a documentary review; searches were conducted on Google Scholar, Dialnet, and Redalyc using keywords, and 18 documents were selected for thematic analysis. Four dimensions were identified that articulate the complexities of providing inclusive education in hospital classrooms; these are: Educational Barriers, Social and Emotional Aspects, Pedagogical Practices, and Interdisciplinary Collaboration; each contributed to a comprehensive understanding of the obstacles and opportunities to improve the education of hospitalized students, highlighting both the specific difficulties and the effective strategies in use to facilitate an adaptive and comprehensive educational environment. It is concluded that hospital classrooms are redefined as a wellness ecosystem, integrating education and health to fully support the student, proposing to transform education into an essential component of recovery and well-being, using therapeutic methodologies and continuous support networks to adapt learning to the medical and emotional needs of the hospitalized student.

Interpretation of refusal to use contraceptive methods in university students through systematic literature review

The interpretation of the refusal to use contraceptive methods in university students is important because it helps to understand the beliefs, attitudes and behaviors regarding sexual and reproductive health in this demographic group, and also allows the identification of possible cultural, educational or access barriers that may be affecting decision making related to the use of contraceptives. The objective of this systematic review was to analyze the causes of refusal to use contraceptive methods in university students based on a systematic literature review. For the development of the research, a search of electronic documents was carried out in databases such as PubMed, Scopus, Medline and Embase. Fourteen scientific articles were selected by applying the PRISMA 2020 guidelines, using descriptors such as: ("level of knowledge about contraceptive methods" OR "refusal to use contraceptive methods") AND ("University students") and an evaluation of the quality of the articles based on the use of the STROBE guidelines. The results reflected that most studies agree that students are knowledgeable about contraceptive methods, but do not use contraceptives for the most part. The main causes of refusal are related to inappropriate sexual behaviors, alcohol and drug abuse, early age of sexual debut, gender stereotypes, religion, lack of family counseling, and misuse of contraceptives. Currently, the education and training of students is a key factor in the prevention of unwanted pregnancies and sexually transmitted diseases

THE FAR-REACHING EFFECTS OF POVERTY ON CHILDREN: IMPACTS ON HEALTH, EDUCATION, AND FUTURE OPPORTUNITIES

This article explores the profound impact of poverty on children's health, education, and future opportunities. Children living in poverty face disparities in health outcomes, including higher rates of chronic conditions and mental health disorders. Educational barriers such as attending under-resourced schools and facing external challenges impede academic success and limit future prospects. The long-term consequences of poverty on children's future opportunities underscore the need for comprehensive strategies to address systemic inequities. By investing in early childhood education, healthcare, and social support programs, society can mitigate the effects of poverty on vulnerable children and create a more equitable future for all.

Unmet needs and barriers in venous thromboembolism education and awareness among people living with cancer: a global survey

BackgroundVenous thromboembolism (VTE) is a major preventable cause of morbidity, disability, and mortality in subjects with cancer. A global appraisal of cancer-associated VTE education and awareness is not available. ObjectivesTo evaluate VTE-related education, awareness, and unmet needs from the perspective of people living with cancer using a quantitative and qualitative approach. MethodsThis cross-sectional study used data from an online-based survey covering multidimensional domains of cancer-associated VTE. Data are presented descriptively. Potential differences across participant subgroups were explored. ResultsAmong 2262 patients with cancer from 42 countries worldwide, 55.3% received no VTE education throughout their cancer journey, and an additional 8.2% received education at the time of VTE diagnosis only, leading to 63.5% receiving no or inappropriately delayed education. When education was delivered, only 67.8% received instructions to seek medical attention in case of VTE suspicion, and 36.9% reported scarce understanding. One-third of participants (32.4%) felt psychologically distressed when becoming aware of the potential risks and implications connected with cancer-associated VTE. Most responders (78.8%) deemed VTE awareness highly relevant, but almost half expressed concerns about the quality of education received. While overall consistent, findings in selected survey domains appeared to numerically differ across age group, ethnicity, continent of residence, educational level, metastatic status, and VTE history. ConclusionThis study involving a large and diverse population of individuals living with cancer identifies important unmet needs in VTE-related education, awareness, and support across healthcare systems globally. These findings unveil multilevel opportunities to expedite patient-centered care in cancer-associated VTE prevention and management.

264 Building Empowerment through FITness (BeFIT)

OBJECTIVES/GOALS: Improving physical activity of African American women experiencing disproportionate health risks from sedentarism, educational and socio-environmental barriers. BeFit: Building Empowerment through Fitness is based on “What I Learned At Home” project, run by Women Under Construction Network, for residents of the Birmingham Housing Authority. METHODS/STUDY POPULATION: A qualitative study design to understand unique cultural context and challenges faced by African American women residing in the Birmingham Housing Authority, regarding physical activity engagement, including sedentarism. A needs assessment approach will help determine barriers, support systems, and social networks. Semi-structured, pre, mid, and post program focus groups will identify challenges and opportunities for health, such as diet and exercise, and will be analyzed by hand with a thematic analysis. The project framework uses exercise and home repair tools with a life-building/life repair curriculum to influence health, self-efficacy, and program engagement. The Study enrollment will include 50 women over two cohorts in a 12-week project. RESULTS/ANTICIPATED RESULTS: This research addresses the urgent health needs of African American women in low-income communities. These women face heightened health risks due to sedentary lifestyles, educational gaps, and socio-environmental barriers. This project targets the pronounced prevalence of allostatic burden in this population by applying a culturally sensitive, bottom-up approach. Our goal of incorporating healthy lifestyles to improve health in at-risk women and their families requires multiple projects. This project is a necessary first step in engaging with a community to identify local environmental circumstances and barriers to increasing the relevance of physical activity within the home. These barriers can then be addressed by adapting an exercise promotion program to the needs of this community. DISCUSSION/SIGNIFICANCE: Black women in under-resourced communities are more likely to be sedentary and have poor health. Exercise programs can be a powerful tool to address disparities and help prioritize health. The circumstances of women in public housing in Birmingham, AL, need community partners to adapt exercise engagement programs to meet environmental challenges.

Palliative Care Education in Cardiovascular Disease Fellowships: A National Survey of Program Directors

Palliative care (PC) is an essential component of high-quality care for people with cardiovascular disease (CVD). However, little is known about the current state of PC education in CVD training, including attitudes toward integration of PC into training and implementation of PC by the program's leadership. We developed a nationwide, cross-sectional survey that queried education approaches, perspectives and barriers to PC education in general CVD fellowship training. The survey was distributed to 392 members of the American College of Cardiology Program Director (PD) listserv, representing 290 general CVD fellowships between 1/2023 and 4/2023. We performed descriptive and ꭕ2 analyses of survey data. Of the program's representatives, 56 completed the survey (response rate = 19.3%). Respondents identified themselves as current PDs (89%), associate PDs (8.9%) or former PDs (1.8%), representing a diverse range of program sizes and types and regions of the country. Respondents reported the use of informal bedside teaching (88%), formal didactics (59%), online or self-paced modules (13%), in-person simulation (11%), and clinical rotations (16%) to teach PC content. Most programs covered PC topics at least annually, although there was variability by topic. We found no associations between program demographics and type or frequency of PC education. Most respondents reported dissatisfaction with the quantity (62%) or quality (59%) of the PC education provided. Barriers to PC education included an overabundance of other content to cover (36%) and perceived lack of fellow (20%) or faculty (18%) interest. Comments demonstrated the importance of PC education in fellowship, the lack of a requirement to provide PC education, difficulty in covering all topics, and suggestions of how PC skills should be taught. In a national survey of CVD educational leadership concerning approaches to PC education in CVD training, respondents highlighted both challenges to implementation of formal PC curricula in cardiology training and opportunities for comprehensive PC education.

The role of AI-enhanced tools in overcoming socioeconomic barriers in education: A conceptual analysis

This conceptual analysis explores the transformative potential of AI-enhanced tools in addressing socioeconomic barriers within the educational landscape. By leveraging artificial intelligence (AI) technologies, the paper aims to examine how such tools can mitigate disparities arising from economic, social, and cultural factors. Through a critical analysis, it seeks to elucidate the role of AI in promoting equitable access, enhancing learning outcomes, and fostering inclusivity in education. The executive summary encapsulates the essence of the conceptual analysis. It provides a concise overview of the paper's objectives, methodology, expected outcomes, and implications. In recent years, the intersection of artificial intelligence (AI) and education has garnered significant attention as a potential solution to address persistent socioeconomic barriers within the educational landscape. The executive summary outlines the imperative to explore how AI-enhanced tools can serve as transformative agents in mitigating disparities arising from economic, social, and cultural factors. By leveraging AI technologies, educators and policymakers have the opportunity to revolutionize traditional educational practices and foster more inclusive learning environments. The summary highlights the urgent need to examine the role of AI in promoting equitable access, enhancing learning outcomes, and fostering inclusivity across diverse socioeconomic backgrounds. Through a critical analysis of existing literature, case studies, and empirical research, the conceptual analysis seeks to elucidate the potential of AI to bridge the digital divide and advance educational equity. It emphasizes the importance of identifying actionable strategies and best practices for leveraging AI technology to address systemic inequalities in education.

Managing Educational Barriers: Innovative Solutions for Female Secondary Education in Pakistan

Education is a fundamental human right and a crucial factor in promoting social and economic development. In Pakistan, female education has been a longstanding issue, with low enrollment rates, high dropout rates, and persistent gender disparities in educational access and outcomes. This research aims to explore the problems and countermeasures of female secondary education in the city district area of Tando Allahyar, Pakistan. The study used quantitative surveys to gather data from female students, teachers, experts, and community members. The results exhibited that poverty, limited access to quality education, and socio-cultural barriers were the main problems faced by female secondary education. Many female students and their families face significant financial challenges, which prevent them from attending school and completing their education. To address these problems, the study concluded that a range of countermeasures, including community engagement and awareness-raising campaigns, targeted investments in infrastructure and resources, and policies that prioritize girls' education and support their access to secondary education. It also concluded that women receive a better education if they are to be included in the productive labor force, which accounts for approximately half of the population. Policy interventions must be tailored to the specific needs of girls and must address the barriers that prevent girls from attending school and completing their secondary education.

Navigating monolingual language ideologies: Educators’ “Yes, BUT” objections to linguistically sustaining pedagogies in the classroom

Aims: We examine how educators articulate tensions between linguistic pluralism and linguistic normativity in written Linguistic Autobiographies through their metacommentary about student language and their role as educators. We specifically focus on “Yes, BUT” objections articulated by 17 participants that frame monolingualism and adherence to idealized forms of English as necessary, despite rhetorical nods to embracing linguistic diversity. Research questions: (1) How do participating educators construct “Yes, BUT” objections to linguistic pluralism in their written Linguistic Autobiographies? (2) What language ideologies inform these objections? (3) What ideological positions for educators are implicated? Design/methodology/approach: Collaborative emergent qualitative coding and inductive discourse analysis. Data and analysis: We analyzed Linguistic Autobiographies written by 50 educators taking an online master’s class in Sociolinguistics for Bilingual Educators and examined features of “Yes, BUT” objections and their ideological justification using collaborative, emergent coding and inductive discourse analysis. Findings/conclusions: We document how educators’ “Yes, BUT” objections illuminate discursive moves that justify the seeming embrace, yet ultimate rejection of, linguistic diversity. Originality: This study disentangles monolingual language ideologies to address objections inherent to educators’ “Yes, BUT” constructions that arise as common barriers in teacher education. We reframe these objections as emergent degrees of linguistic pluralism, which serve as evidence of the contextual difficulties educators often encounter in schools. We thus acknowledge rather than dismiss the tensions educators face in fostering linguistic pluralism. Significance/implications: This study illuminates how language ideologies shape (and possibly offer insights for undoing) complacency in what is often discussed as a long-standing tension between the seemingly mutually exclusive positions of linguistic pluralism and linguistic normativity. We argue that analyzing and addressing these “Yes, BUT” objections in educators’ narratives is key to the disruption of monolingual language ideologies in educational settings and beyond.