Brubaker (1996). Nationalizing states in the old ‘New Europe’ – and the new.

“Yet far from furthering the assimilation or even securing the loyalty of borderland East Slavs, Poland’s inept nationalizing policies and practices in the interwar period had just the opposite effect, producing by the end of the period what had not existed at the beginning: a consolidated, strongly anti-Polish Belarusian and — to an even greater extent — Ukrainian national consciousness. This happened through heavy-handed efforts to nationalize the land, the schools, and the churches of the region, and through the harsh repression of Belarusian and Ukrainian nationalist and social-revolutionary movements.” (p 100)

See this page at https://kinasevych.ca/index.php

Vowel (2016). The Terminology of Relationships. (Indigenous Writes: A Guide to First Nations, Métis, and Inuit issues in Canada)

“I mean, it would be a bit off to deliberately keep calling someone ‘Susie’ when she’s asked you to call her ‘Susan,’ right?” (p 8)

See this page at https://kinasevych.ca/index.php

Yosso (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth.

“… his [Bourdieu] theory of cultural capital has been used to assert that some communities are culturally wealthy while others are culturally poor. … In other words, cultural capital is not just inherited or possessed by the middle class, but rather it refers to an accumulation of specific forms of knowledge, skills and abilities that are _valued_ by privileged groups in society.” (p 76)

See this page at https://kinasevych.ca/index.php

Schick (2014). White resentment in settler society.

“… having diversity policies in official documents means that you don’t actually have to carry out the diversity. Knowing enough to put in the policy is an example of white racial knowledge. Doing nothing about it is another.” (p 100)

See this page at https://kinasevych.ca/index.php

Elavsky, Mislan, & Elavsky (2011). When talking less is more: Exploring outcomes of Twitter usage in the large‐lecture hall.

“… assess the pedagogical impact and potential of Twitter’s contribution to large-lecture course dynamics.” (p 215)

See this page at https://kinasevych.ca/index.php