Author: Evelyn Jacob,Cathie Jordan
Publisher: Praeger Pub Text
This volume brings the perspectives of educational anthropology to the consideration of the education of ethnic and linguistic minority students and to the challenges often associated with that enterprise. Built around a core of chapters originally published in the Anthropology and Education Quarterly, which presented two major anthropological perspectives on school success and failure for minority students, focuses on the cultural difference approach and the discontinuity approach. Each is represented by a theoretical chapter and two case studies. Chapters contrast anthropological and nonanthropological perspectives on minority education, outlining key concepts and methods in educational anthropology for readers who may be unfamiliar with the field. A later section offers recent modifications or additions to the two major perspectives. These chapters examine the role of parents and community in minority education, call attention to the cultural groupings that an form in response to the school context itself, focus attention on children as active decision-makers in school, and question the validity of the whole conceptualization of school success and failure. Concluding chapters on applying anthropological perspectives to policy and practice.
Author: Jürgen Maass,Wolfgang Schlöglmann
Publisher: Sense Publishers
Mathematics education research has blossomed into many different areas, which we can see in the programmes of the ICME conferences, as well as in the various survey articles in the Handbooks. However, all of these lines of research are trying to grapple with the complexity of the same process of learning mathematics. Although our knowledge of the process is through fragmentation of research more extensive and deeper there is a need to overcome this fragmentation and to see learning as one process with different aspects. To overcome this fragmentation, this book identifies six themes: (1) mathematics, culture and society, (2) the structure of mathematics and its influence on the learning process, (3) mathematics learning as a cognitive process, (4) mathematics learning as a social process, (5) affective conditions of the mathematics learning process, (6) new technologies and mathematics learning. This book is addressed to all researchers in mathematic education. It gives an orientation and overview on what is going on and what are the main results and questions what are important books or papers if further information is needed.
International Variation in Deaf Communities
Author: Leila Frances Monaghan
Publisher: Gallaudet University Press
Category: Language Arts & Disciplines
Twenty-four international scholars contribute articles on linguistic and cultural diversity in deaf communities worldwide, including Japan, Viet Nam, Nigeria, Ireland, Brazil, and the United States. The wide- ranging topics include the evolution of British fingerspelling beginning in the 17th centur
Recognizing and Building on Strengths
Author: Kathryn M. Borman,M. Yvette Baber
Publisher: Greenwood Publishing Group
Research has consistently documented the failure of schools to reach students from linguistically and culturally diverse backgrounds. One reason suggested for this failure is teachers' lack of understanding and appreciation for students' home backgrounds, while most teachers are eager to becvome informed and supportive of their diverse students many have lacked the opportunity to develop the knowedge and skills appropriate to working with such students. Ethnic Diversity examines how migration and settlement patterns have varied for these populations throughout U.S. history, documenting what researchers have learned about Latino, Native American, African American, urban Appalachian, and Asian American families, neighborhoods, and communities as these relate to children's learning through case studies (in the form of vignettes) and suggests how schools, communites, and universities can address the needs of culturally diverse students and their families.
Author: Gary P. Ferraro
Publisher: Wadsworth Publishing Company
Category: Social Science
The reader offers a selection of 39 articles written in the words of those cultural anthropologists who are making their discipline useful.... Realizing that many other articles could have been included, the categories and the articles contained with them, are meant to be suggestive rather than exhaustive. The reader can be used effectively as a supplement to any introductory textbook in cultural anthropology. The readings would be appropriate for undergraduate level courses in applied anthropology. The intent of this reader is twofold. First, it is to provide undergraduate anthropology students with a wide range of examples as to how the discipline is making meaningful contributions to the mitigation of human problems. And second, [the editor hopes] to convey, through the words of the practicing anthropologists themselves, some of the challenges and rewards involved in making cultural anthropology useful. -Pref.
An Educational Innovation in Everyday Classrooms
Author: Evelyn Jacob
Publisher: SUNY Press
Explains why powerful educational innovations like "cooperative learning" do not always reach their full potential in everyday classrooms.
Case Studies of Diverse Educational Communities
Author: Lorraine S. Taylor,Catharine R. Whittaker
Publisher: Allyn & Bacon
Bridging Multiple Worlds connects theory and practice, offering authentic, "real world" case studies involving teachers and students of diverse backgrounds in a variety of dynamic classroom settings. This case study text uses a "Decision Making Scaffold" and specific discussion questions for each case to help students reflect on the cases in greater depth and meaning. Unlike most texts that include vignettes or cases, this text provides direction for class discussions. Instructors will find the authentic situations stimulating and engaging. Furthermore, pertinent research and background information precede each case. In addition, the scaffold and discussion questions facilitate planning and implementing each class session. The emphasis on long-term, comprehesive solutions to problems that link the school, home, and community will help students appreciate and understand the complexity of issues involved in the cases.
Bridging Families, Peers, Schools, and Communities at CREDE
Author: Catherine R. Cooper,Patricia Gandara
Publisher: Lawrence Erlbaum Assoc Incorporated
In industrialized countries, students' pathways through school to work have been described as an "academic pipeline." Democracies hold an ideal of access to educational opportunites by choice and advancement by merit, but in reality, as students move through primary and secondary school to college, the numbers of ethnic minority and low-income youth in the academic pipeline shrink. This special double issue addresses the academic pipeline problem by focusing on three key themes: (a) involving all families in their children's schooling; (b) identifying ways the academic pipeline can be kept open for diverse students; and (c) helping students bridge their worlds of families, peers, schools, and communities. This volume contributes to both policy and practice in local, state, and national settings where concerns for making diversity work are at the top of schools' and youth organizations' agendas.
Race, Place, and Discrimination in a Costa Rican High School
Author: Karen Stocker
While teaching and researching on an indigenous reservation in Costa Rica, Karen Stocker discovered that for Native students who attended the high school outside the reservation, two extreme reactions existed to the predominantly racist high school environment. While some maintained their indigenous identity and did poorly in school, others succeeded academically, but rejected their Indianness and the reservation. Between these two poles lay a whole host of responses. In I WON'T STAY INDIAN, I'LL KEEP STUDYING, Stocker addresses the institutionalised barriers these students faced and explores the interaction between education and identity. Stocker reveals how overt and hidden curricula taught ethnic, racial, and gendered identities and how the dominant ideology of the town, present in school, conveyed racist messages to students. I WON'T STAY INDIAN, I'LL KEEP STUDYING documents how students from the reservation reacted to, coped with, and resisted discrimination.
Social Recapitalization as a Response to Ethnic Integration
Author: Yangbin Chen
"One of the most controversial policies in Chinese minority education concerns the so-called inland ethnic minority schools or classes in Han-inhabited areas in China. Since 2000, boarding Xinjiang Classes have been established in the eastern cities of China for high school students from the Xinjiang Uyghur Autonomous Region, in order to educate young Uyghur and other ethnic minority students through the national curricula. Yangbin Chen conceptualizes the process of Uyghur students' responses to the school goal of ethnic integration as social recapitalization. While their former social capital from families or communities in Xinjiang is constrained in the boarding school, Uyghur youths are able to develop independent and new social capital to facilitate their schooling. Nonetheless, they lack "bridging social capital," which makes the goal of ethnic integration more difficult to achieve."--BOOK JACKET.