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Author: Gui Ying Annie Yang-Heim
Publisher: Springer Nature
ISBN: 981199790X
Category : Education
Languages : en
Pages : 218
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Book Description
This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu. By drawing upon a participatory and exploratory case study, conducted at a regional school in Australia over a period of six months, it highlights the challenges that Indigenous students face in reading, and how the contextual factors contribute to Indigenous students’ development in reading skills and their reading performance. This book helps readers to gain a better and deeper understanding of Indigenous culture, the importance of the role that culture plays in Indigenous children’s literacy education, and how it shapes the way they learn and think.
Author: Gui Ying Annie Yang-Heim
Publisher: Springer Nature
ISBN: 981199790X
Category : Education
Languages : en
Pages : 218
Get Book Here
Book Description
This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu. By drawing upon a participatory and exploratory case study, conducted at a regional school in Australia over a period of six months, it highlights the challenges that Indigenous students face in reading, and how the contextual factors contribute to Indigenous students’ development in reading skills and their reading performance. This book helps readers to gain a better and deeper understanding of Indigenous culture, the importance of the role that culture plays in Indigenous children’s literacy education, and how it shapes the way they learn and think.
Author: Gui Ying Annie Yang-Heim
Publisher:
ISBN: 9789811997914
Category :
Languages : en
Pages : 0
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Book Description
This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu. By drawing upon a participatory and exploratory case study, conducted at a regional school in Australia over a period of six months, it highlights the challenges that Indigenous students face in reading, and how the contextual factors contribute to Indigenous students' development in reading skills and their reading performance. This book helps readers to gain a better and deeper understanding of Indigenous culture, the importance of the role that culture plays in Indigenous children's literacy education, and how it shapes the way they learn and think.
Author: Susan Carter
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 338
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Book Description
"In Australia and internationally much still needs to occur to promote inclusive practices in education and society with many educators not feeling equipped to recognise or appreciate diversity or cater effectively for inclusion. With embedded audio-visual components, this open textbook is designed to enhance the quality of the reader's experience with each chapter posing key understandings underpinning inclusion and diversity. Readers are encouraged to answer questions on culture, special learning needs, varied educational contexts, gender diversity and more. The key expected outcome of this open textbook is to engage readers in making meaning of inclusion and diversity and applying their learning to their own individual contexts."--BCcampus website.
Author: Mary M. Atwater
Publisher: Springer Nature
ISBN: 3030831221
Category : Science
Languages : en
Pages : 1629
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Book Description
This handbook gathers in one volume the major research and scholarship related to multicultural science education that has developed since the field was named and established by Atwater in 1993. Culture is defined in this handbook as an integrated pattern of shared values, beliefs, languages, worldviews, behaviors, artifacts, knowledge, and social and political relationships of a group of people in a particular place or time that the people use to understand or make meaning of their world, each other, and other groups of people and to transmit these to succeeding generations. The research studies include both different kinds of qualitative and quantitative studies. The chapters in this volume reflect differing ideas about culture and its impact on science learning and teaching in different K-14 contexts and policy issues. Research findings about groups that are underrepresented in STEM in the United States, and in other countries related to language issues and indigenous knowledge are included in this volume.
Author: Geneva Gay
Publisher: Teachers College Press
ISBN: 0807750786
Category : Education
Languages : en
Pages : 321
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Book Description
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Author: Julia V. Clark
Publisher: Springer Science & Business Media
ISBN: 9400743572
Category : Science
Languages : en
Pages : 330
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Book Description
In a changing world that demands new skills, a vital concern of public education is the gap in academic performance between low- and high-achieving students. There is no excuse for the achievement gaps that persist among poor and minority students in schools today. All students can succeed at high levels, regardless of race, ethnicity and economic background. Several countries have successfully confronted inequities in achievement, demonstrating that any school can close achievement gaps regardless of the community they serve, and that all students can achieve at high levels when they are provided with the right opportunities. This book is about understanding what factors selected countries have applied to promote progress and what factors contribute to progress in the closing of achievement gaps. It is about creating opportunities for all students. Closing the Achievement Gap from an International Perspective: Transforming STEM for Effective Education is written in response to rising concern for the improvement of quality education – especially in mathematics and science – provided to all students. The contributors take a systematic view of the subject, beginning with a cross-national analysis of teacher qualifications and the achievement gap that spans 50 countries. The content of the book is organized in sections describing education around the globe: North and South America, Europe, Asia, Africa and Australia. Individual chapters offer close-up analysis of efforts to close achievement gaps in the U.S. and Canada, Mexico, England, Turkey, China, South Africa and Australia among many others. The contributors provide information on the achievement gap in mathematics and science, review current research, and present strategies for fostering improvement and raising performance with a focus on school-related variables that adversely affect educational outcomes among poor and minority students. The authors of the various chapters looked at how students’ data correlated with classroom practices, teacher instruction and academic programming, as part of their efforts to measure student growth. Qualitative and quantitative data are provided to provide evidence not only of the problem, but also for the solution. The book concludes with a chapter on promoting equality and equity to shrink the achievement gap worldwide.
Author: Chelsea Vowel
Publisher: Portage & Main Press
ISBN: 1553796845
Category : Social Science
Languages : en
Pages : 307
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Book Description
Delgamuukw. Sixties Scoop. Bill C-31. Blood quantum. Appropriation. Two-Spirit. Tsilhqot’in. Status. TRC. RCAP. FNPOA. Pass and permit. Numbered Treaties. Terra nullius. The Great Peace… Are you familiar with the terms listed above? In Indigenous Writes, Chelsea Vowel, legal scholar, teacher, and intellectual, opens an important dialogue about these (and more) concepts and the wider social beliefs associated with the relationship between Indigenous peoples and Canada. In 31 essays, Chelsea explores the Indigenous experience from the time of contact to the present, through five categories—Terminology of Relationships; Culture and Identity; Myth-Busting; State Violence; and Land, Learning, Law, and Treaties. She answers the questions that many people have on these topics to spark further conversations at home, in the classroom, and in the larger community. Indigenous Writes is one title in The Debwe Series.
Author: Birgit Däwes
Publisher: Routledge
ISBN: 1317507339
Category : Social Science
Languages : en
Pages : 300
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Book Description
In recent years, the interdisciplinary fields of Native North American and Indigenous Studies have reflected, at times even foreshadowed and initiated, many of the influential theoretical discussions in the humanities after the "transnational turn." Global trends of identity politics, performativity, cultural performance and ethics, comparative and revisionist historiography, ecological responsibility and education, as well as issues of social justice have shaped and been shaped by discussions in Native American and Indigenous Studies. This volume brings together distinguished perspectives on these topics by the Native scholars and writers Gerald Vizenor (Anishinaabe), Diane Glancy (Cherokee), and Tomson Highway (Cree), as well as non-Native authorities, such as Chadwick Allen, Hartmut Lutz, and Helmbrecht Breinig. Contributions look at various moments in the cultural history of Native North America—from earthmounds via the Catholic appropriation of a Mohawk saint to the debates about Makah whaling rights—as well as at a diverse spectrum of literary, performative, and visual works of art by John Ross, John Ridge, Elias Boudinot, Emily Pauline Johnson, Leslie Marmon Silko, Emma Lee Warrior, Louise Erdrich, N. Scott Momaday, Stephen Graham Jones, and Gerald Vizenor, among others. In doing so, the selected contributions identify new and recurrent methodological challenges, outline future paths for scholarly inquiry, and explore the intersections between Indigenous Studies and contemporary Literary and Cultural Studies at large.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
Author: Aleena Manoharan
Publisher: Cambridge Scholars Publishing
ISBN: 1527515206
Category : Literary Criticism
Languages : en
Pages : 157
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Book Description
This book highlights the representation of the interface between nature and culture in literary texts, and argues that bioregional exegesis of indigenous literatures sensitizes us to place-based cultural nuances, and can contribute to alleviating the eco-cultural apartheid of the modern era. Though the bioregional concept has been in vogue since 1970s, it has not been adequately adopted into the field of literary criticism. This book is a comprehensive study on the concept of the bioregion, and is distinctive in three ways. Firstly, it argues that the bioregional concept, hitherto used as a socio-political tool, can be theorized as an ecocritical tool to employ when reading literary works. Secondly, it provides a detailed analysis of the concept of bioregion, marking out its characteristic features. Thirdly, in choosing to deal with Aboriginal plays, the book again exhibits its distinctiveness, in demonstrating how ecocritical concepts, which hitherto have focused primarily on prose fictional works, can be extended to magnify the scope of plays and performances.
