The Hidden Academic Curriculum and Inequality in Early Education PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Hidden Academic Curriculum and Inequality in Early Education PDF full book. Access full book title The Hidden Academic Curriculum and Inequality in Early Education by Karen Phelan Kozlowski. Download full books in PDF and EPUB format.
Author: Karen Phelan Kozlowski
Publisher: Routledge
ISBN: 1000505057
Category : Education
Languages : en
Pages : 229
Get Book
Book Description
Drawing on a rich ethnographic study conducted in first grade classrooms in the US, this book reveals the potentially invisible, yet significant ways that race and social class impact student success in the earliest years of their schooling. The Hidden Academic Curriculum and Inequality in Early Education: How Class, Race, Teacher Interactions, and Friendship Influence Student Success explores key differences observed between the classroom interactions and academic behaviors of racially, socially, and ethnically diverse first grade students. Chapters offer in-depth analysis of the ways in which classed and racialized coaching by families, differentiated teacher-student interactions, and racially segregated friendships play out in the school environment, and ultimately influence a child’s ability to decode the academic hidden curriculum. This in turn, dictates a child’s understanding and ability to perform the specific skills associated with academic success. Ultimately, the text highlights the critical need for improved understanding of how in- and out-of-school factors impact child behaviors, and offers key recommendations to prevent the perpetuation of racial and socioeconomic inequalities in schools and classrooms. This insightful volume will be of particular interest to postgraduate students, researchers, and academics in the fields of Early Childhood Education and the Sociology of Education. Those with a focus on racial, ethnic, and social inequalities more broadly, will also find the book of interest.
Author: Karen Phelan Kozlowski
Publisher: Routledge
ISBN: 1000505057
Category : Education
Languages : en
Pages : 229
Get Book
Book Description
Drawing on a rich ethnographic study conducted in first grade classrooms in the US, this book reveals the potentially invisible, yet significant ways that race and social class impact student success in the earliest years of their schooling. The Hidden Academic Curriculum and Inequality in Early Education: How Class, Race, Teacher Interactions, and Friendship Influence Student Success explores key differences observed between the classroom interactions and academic behaviors of racially, socially, and ethnically diverse first grade students. Chapters offer in-depth analysis of the ways in which classed and racialized coaching by families, differentiated teacher-student interactions, and racially segregated friendships play out in the school environment, and ultimately influence a child’s ability to decode the academic hidden curriculum. This in turn, dictates a child’s understanding and ability to perform the specific skills associated with academic success. Ultimately, the text highlights the critical need for improved understanding of how in- and out-of-school factors impact child behaviors, and offers key recommendations to prevent the perpetuation of racial and socioeconomic inequalities in schools and classrooms. This insightful volume will be of particular interest to postgraduate students, researchers, and academics in the fields of Early Childhood Education and the Sociology of Education. Those with a focus on racial, ethnic, and social inequalities more broadly, will also find the book of interest.
Author: Lois Weis
Publisher: State University of New York Press
ISBN: 1438423624
Category : Education
Languages : en
Pages : 298
Get Book
Book Description
This book explores key policy issues related to early childhood education. Through the contributions of various professionals in the field, the editors provide a vision, practical and possible, of early childhood education in the 1990s. Part I delves into the complex world, both personal and professional, of the classroom teacher. The essays in Part II look at issues of the school community, including the roles of class, race, gender, and exceptionality. Finally, Part III examines the relationship between schools and the community-at-large, and how complex issues find their way into social and economic policies that often stifle, rather than support, the democratic vision of American schools. Taken as a whole, the volume presents a stimulating discussion of the current state of early childhood education policy and practice.
Author: Hans-Peter Blossfeld
Publisher: Edward Elgar Publishing
ISBN: 1786432099
Category :
Languages : en
Pages : 352
Get Book
Book Description
Recognising that social change over recent decades has strengthened the need for early childhood education and care, this book seeks to answer what role this plays in creating and compensating for social inequalities in educational attainment.
Author: James E. Rosenbaum
Publisher: John Wiley & Sons
ISBN:
Category : Education
Languages : en
Pages : 264
Get Book
Book Description
Author: Andrea Romero
Publisher: Routledge
ISBN: 1000557103
Category : Education
Languages : en
Pages : 248
Get Book
Book Description
Drawing on participatory action research conducted with students, parents, families, and school staff in a Southwest community in the United States, this volume contests the interpretation of the achievement gap for students of Mexican descent in the American education system and highlights asset-based approaches that can facilitate students’ academic success. By presenting the Asset-Based Bicultural Continuum Model (ABC) and demonstrating the applications in a variety of family, school, and community-based initiatives, this volume demonstrates how community and cultural wealth can be harnessed to increase educational opportunities for Latino students. The ABC model offers new strategies which capitalize on the bicultural and linguistic assets rooted in local communities and offers place-based strategies driven by communities themselves in order to be tailored to students’ strengths. The text makes a significant contribution to understanding the social ecology of Latinx students’ experiences and offers a new direction for effective and evidence-based academic and health programs across the United States. This book will be a valuable resource for researchers and academics with an interest in the sociology of education, multicultural education, urban education, and bilingual education. It will be of particular interest to those with a focus on Hispanic and Latino studies.
Author: Celeste Y.M. Yuen
Publisher: Routledge
ISBN: 0429799616
Category : Education
Languages : en
Pages : 233
Get Book
Book Description
This book offers a unique focus on the well-being of Chinese and South/Southeast Asian students in the context of Hong Kong, and in particular the experience of integrating these young people into its schooling system. Yuen uses a narrative method that captures and offers a vivid insight into the actual experience of students from disadvantaged backgrounds, whilst providing fascinating comparisons between students coming from Mainland China and those whose parents are South/Southeast Asian immigrants. Readers will be particularly interested in the attention given to spiritual well-being and how religious participation and affiliation make a difference in giving meaning to life and in creating a positive mindset, as viewed and explained by students themselves. This well-organised volume begins by laying out the major themes relating to the United Nations Convention on the Rights of the Child, followed by a richly elaborated theoretical chapter which defines core concepts and their interconnection. This is followed by substantive chapters where the voices of each of the different diverse groupings of students, Chinese Mainland immigrants, Chinese Cross-boundary youth, South/Southeast Asian ethnic youth and mainstream HK youth from underprivileged backgrounds, are heard and interpreted in relation to themes of inclusion and well-being. It then builds upon the narratives to provide bottom-up solutions and pathways towards the inclusion and well-being of all students, as well as the professional development of teachers who can take up the challenge of ensuring that all young people are nurtured to fulfil their potential. Providing readers with practical implications and takeaways for education practice, this must-read work will appeal to a wide range of education practitioners and students involved in providing or researching inclusive education relating to mainstream and non-mainstream Chinese, South Asian, and other ethnic minority students.
Author: Ardavan Eizadirad
Publisher: Routledge
ISBN: 1000602699
Category : Education
Languages : en
Pages : 175
Get Book
Book Description
Foregrounding diverse lived experiences and non-dominant forms of knowledge, this edited volume showcases ways in which narrating and sharing stories of pain and suffering can be engaged as critical pedagogy to challenge oppression and inequity in educational contexts. The volume illustrates the need to consider both the act of narrating and the experience of bearing witness to narration to harness the full transformative potentials of counternarratives in disrupting oppressive practices. Chapters are divided into three parts - "Telling and Reliving Trauma as Pedagogy," "Pedagogies of Overcoming Silence," and "Forgetting as Pedagogy" - illustrating a range of relational pedagogical and methodological approaches, including journaling, poetry, and arts-based narrative inquiry. The authors make the argument that the language of pain and suffering is universal, hence its potential as critical pedagogy for transformative and therapeutic teaching and learning. Readers are encouraged to reflect on their own lived experiences to constructively engage with their pain, suffering, and trauma. Focusing on trauma-informed non-hegemonic storytelling and transformative pedagogies, this volume will be of interest to students, faculty, scholars, and community members with an interest in advancing anti-oppressive and social justice education.
Author: Whitney Q. Hollins
Publisher: Routledge
ISBN: 1000479129
Category : Education
Languages : en
Pages : 115
Get Book
Book Description
Drawing on qualitative research conducted with young people in New York, this volume highlights the unique experiences of children of incarcerated parents (COIP) and counters deficit-based narratives to consider how young people’s voices can inform and improve educational support services. Supporting Children of Incarcerated Parents in Schools combines the author’s original research and personal experiences with an analysis of existing scholarship to provide unique insight into how COIP experience schooling in the United States. With a focus on the benefits of qualitative research for providing a more nuanced portrayal of these children and their experiences, the text foregrounds youth voices and emphasizes the resilience, maturity, and compassion which these young people demonstrate. By calling attention to the challenges that COIP face in and out of school, and also addressing associated issues around race and racism, the book offers large and small-scale changes that educators and other allies can use to better support children of incarcerated parents. This volume will be of interest to scholars and researchers interested in the sociology of education, race and urban education, and the impacts of parental incarceration specifically. It will also be of benefit to educators and school leaders who are supporting young people affected by these issues.
Author: Eleonor G. Castillo
Publisher: Taylor & Francis
ISBN: 1000583309
Category : Education
Languages : en
Pages : 250
Get Book
Book Description
This text offers a hermeneutic phenomenological exploration of the lived experiences of Filipinx American teachers in U.S. schools, classrooms, and colleges. By drawing on one-on-one dialogues, group discussion, and reflective writing, the text identifies racial, cultural, and linguistic barriers that members of this minority group have faced in their training and practice as educators. The text questions the underrepresentation of Filipinx Americans among U.S. teaching staff and identifies causes both within the Filipino community and via external factors, including the absence of Filipino culture in curricula, as well as a lack of peer support in the development of Asian American teacher identities. This timely volume highlights the need to expand diversity teacher education to create a more racially diverse and inclusive workforce. Offering rich insight into the experiences of Filipinx American teachers, this volume will be of interest to students, scholars, and researchers drawn to studies of multicultural education, as well as teacher education.
Author: Doris R Entwisle
Publisher: Routledge
ISBN: 0429970277
Category : Education
Languages : en
Pages : 256
Get Book
Book Description
Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children's development. Children, Schools, and Inequality redresses that imbalance. It examines elementary school outcomes (e.g., test scores, grades, retention rates) in light of the socioeconomic variation in schools and neighborhoods, the organizational patterns across elementary schools, and the ways in which family structure intersects with children's school performance. Adding data from the Baltimore Beginning School Study to information culled from the fields of sociology, child development, and education, this book suggests why the gap between the school achievement of poor children and those who are better off has been so difficult to close. Doris Enwistle, Karl Alexander, and Linda Olson show why the first-grade transition?how children negotiate entry into full-time schooling?is a crucial period. They also show that events over that time have repercussions that echo throughout children's entire school careers. Currently the only study of this life transition to cover a comprehensive sample and to suggest straightforward remedies for urban schools, Children, Schools, and Inequality can inform educators, practitioners, and policymakers, as well as researchers in the sociology of education and child development.
