Mogadishu on the Mississippi

<ul> <li>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</li> <li>Brings together five years of interdisciplinary research, drawing upon theories from the fields of applied linguistics, second language acquisition, education, and sociology</li> <li>Uses a range of epistemological frames to explore central and contemporary problems that tie language learning to racialized, religious, and gendered identities</li> <li>Argues for the centrality of socio-political contexts in language learning and for the integration of advocacy and research</li> </ul>