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Author: Alisa Jo Eland
Publisher:
ISBN:
Category :
Languages : en
Pages : 420
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Book Description
Author: Alisa Jo Eland
Publisher:
ISBN:
Category :
Languages : en
Pages : 420
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Book Description
Author: Thomas Rosteck
Publisher: Guilford Press
ISBN: 9781572303997
Category : Language Arts & Disciplines
Languages : en
Pages : 404
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Book Description
This provocative volume is based on the premise that cultural studies and rhetorical studies address specific and parallel questions about culture, critical practice, and interpretation, and that opening up a dialogue between them can enhance both and provide a more complete understanding of society. Noted scholars across a variety of disciplines examine overlaps and contradictions between these approaches as well as critical and pedagogical issues that surface with their linkage.
Author: Joel Spring
Publisher: Routledge
ISBN: 1351226290
Category : Education
Languages : en
Pages : 334
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Book Description
The Intersection of Cultures: Multicultural Education in the United States and the Global Economy, Fourth Edition offers a unique, problem-solving approach to the complex issues involved in educating culturally and linguistically diverse students. Perfect for any course devoted wholly or in part to the study of multicultural education, this text addresses a wealth of topics. A particular focus in this edition is the current global migration of peoples, and the tension between local and global cultures. Part One, Multiculturalism, includes chapters on cultural differences and schooling, dominated cultures, and immigrant cultures. Chapters in Part Two, Cultural Frames of Reference, address monoculturalism, biculturalism, and ethnic identity; multicultural minds; history, gender, and social class; and the intersection of school culture with dominated and immigrant cultures. Part Three, Perspectives on Teaching Multicultural Education, includes chapters on teaching about racism; teaching about sexism; and teaching to protect and preserve cultures. All chapters include model multicultural lessons for elementary through college classes. These lessons serve a dual function—first, they can be used to help teach the content of the chapter, and second, elementary, middle school, and high school teachers can use these lessons in their own classes. Each chapter concludes with a “Personal Frames of References” section designed to engage students in relating multiculturalism to their own lives. New in the Fourth Edition: *cultural differences in ways of seeing, knowing, and interrelating with the world; *recent research findings from cross cultural psychology and the psychology of immigration; and *methods for educating “multicultural minds”.
Author: Telly Savalas Brannon
Publisher:
ISBN:
Category : African American children
Languages : en
Pages : 310
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Book Description
Author: Judy L. Dauberman
Publisher:
ISBN:
Category :
Languages : en
Pages : 528
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Book Description
Author: Clifford V. Johnson
Publisher: National Geographic Books
ISBN: 0262536080
Category : Science
Languages : en
Pages : 0
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Book Description
A series of conversations about science in graphic form, on subjects that range from the science of cooking to the multiverse. Physicist Clifford Johnson thinks that we should have more conversations about science. Science should be on our daily conversation menu, along with topics like politics, books, sports, or the latest prestige cable drama. Conversations about science, he tells us, shouldn't be left to the experts. In The Dialogues, Johnson invites us to eavesdrop on a series of nine conversations, in graphic-novel form—written and drawn by Johnson—about “the nature of the universe.” The conversations take place all over the world, in museums, on trains, in restaurants, in what may or may not be Freud's favorite coffeehouse. The conversationalists are men, women, children, experts, and amateur science buffs. The topics of their conversations range from the science of cooking to the multiverse and string theory. The graphic form is especially suited for physics; one drawing can show what it would take many words to explain. In the first conversation, a couple meets at a costume party; they speculate about a scientist with superhero powers who doesn't use them to fight crime but to do more science, and they discuss what it means to have a “beautiful equation” in science. Their conversation spills into another chapter (“Hold on, you haven't told me about light yet”), and in a third chapter they exchange phone numbers. Another couple meets on a train and discusses immortality, time, black holes, and religion. A brother and sister experiment with a grain of rice. Two women sit in a sunny courtyard and discuss the multiverse, quantum gravity, and the anthropic principle. After reading these conversations, we are ready to start our own.
Author: Douglas Higbee
Publisher: Routledge
ISBN: 1317096126
Category : Political Science
Languages : en
Pages : 217
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Book Description
While studies of American military culture have proliferated in recent years, and the culture of academic institutions has been a subject of perennial interest, comparatively little has been written on the multiple ways the military and academe intersect. Focusing on this subject offers an opportunity to explore how teachers and researchers straddle the two quite different cultures. The contributors to this volume both embody and articulate how the two cultures co-exist and cooperate, however unevenly at times. Chapters offer both ground-level perspectives of the classroom and campus as well as well-considered articulations of the tensions and opportunities involved in teaching and training civic-minded soldiers on issues especially important in the post-9/11 world.
Author: Ashley E. Maynard
Publisher: Springer Science & Business Media
ISBN: 0387275509
Category : Psychology
Languages : en
Pages : 281
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Book Description
This volume focuses on the cultural aspects of learning and cognitive processes, examining the theory, methods, findings, and applications in this area. The chapter authors cover such topics as family context, peer interaction and formal education.
Author: Patrick M. Jenlink (Ed)
Publisher: Rowman & Littlefield
ISBN: 1607091062
Category : Education
Languages : en
Pages : 233
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Book Description
The "Struggle for Identity in Today's Schools" examines cultural recognition and the struggle for identity in America's schools. In particular, the contributing authors focus on the recognition and misrecognition as antagonistic cultural forces that work to shape, and at times distort identity. What surfaces throughout the chapters are two lessons to be learned in relation to identity. The first lesson is that identities and the acts attributed to them are always forming and re-forming in relation to historically specific contexts, and these contexts are political in nature, I.E., defined by issues of diversity such as race, ethnicity, language, sexual orientation, gender, and economics. The second lesson presented by the authors is that identity forms in and across intimate and social contexts, over long periods of time. The historical timing of identity formation cannot simply be dictated by discourse. The identities posited by any particular discourse become important and a part of everyday life based on the intersection of social histories and social actors. Importantly, the social-cultural use of identities leads to another way of conceptualizing histories, personhoods, cultures, and their distributions over social and political groups. Contents of this book include: (1) Cultural Identity--Discovering Authentic Voice; (2) Introduction: Cultural Identity and the Struggle for Recognition (Patrick M. Jenlink and Faye Hicks Townes), which includes: (a) Affirming Diversity, Politics of Recognition, and the Cultural Work of Schools (Patrick M. Jenlink); (b) Dialoguing Toward a Racialized Identity: a Necessary First Step in a Politics of Recognition (Kris Sloan); and (c) Misrecognition Compounded (Faye Hicks Townes); and (3) Struggle for Recognition--Embracing Cultural Politics, which includes: (a) Recognition, Identity Politics, and English Language Learners (Angela Crespo Cozart); (b) Identity Formation and Recognition in Asian-American Students (Kim Woo); (c) Curriculum and Recognition (Ray Horn); (d) Extracurricular Activities and Student Identity (Amanda Rudolph); (e) Recognition, Identity Politics, and the Special Needs Student (Sandra Stewart); (f) Athletes, Recognition, and the Formation of Identity (Vincent Mumford); (g) Administrator to Parent Recognition: Treat Me with Respect (Julia Ballenger); (h) Recognition and Parent Involvement (Betty Alford); (I) Student Identity and Cultural Communication (Sandy Harris); (j) Value-Added Community: Recognition, Induction-Year Teacher Diversity and the Shaping of Identity (John Leonard); and (k) Coda: Recognition, Difference, and the Future of America's Schools (Patrick M. Jenlink).
Author: Angel L. Harris
Publisher: Harvard University Press
ISBN: 0674264347
Category : Social Science
Languages : en
Pages : 335
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Book Description
Understanding the causes of the racial achievement gap in American education—and then addressing it with effective programs—is one of the most urgent problems communities and educators face. For many years, the most popular explanation for the achievement gap has been the “oppositional culture theory”: the idea that black students underperform in secondary schools because of a group culture that devalues learning and sees academic effort as “acting white.” Despite lack of evidence for this belief, classroom teachers accept it, with predictable self-fulfilling results. In a careful quantitative assessment of the oppositional culture hypothesis, Angel L. Harris tested its empirical implications systematically and broadened his analysis to include data from British schools. From every conceivable angle of examination, the oppositional culture theory fell flat. Despite achieving less in school, black students value schooling more than their white counterparts do. Black kids perform badly in high school not because they don’t want to succeed but because they enter without the necessary skills. Harris finds that the achievement gap starts to open up in preadolescence—when cumulating socioeconomic and health disadvantages inhibit skills development and when students start to feel the impact of lowered teacher expectations. Kids Don’t Want to Fail is must reading for teachers, academics, policy makers, and anyone interested in understanding the intersection of race and education.
