Culturally Contested Pedagogy: Battles of Literacy and Schooling between Mainstream Teachers and Asian Immigrant ParentsState University of New York Press, 1. feb. 2012 - 281 sider Winner of the 2006 Edward Fry Book Award presented by the National Reading Conference The voices of teachers, parents, and students create a compelling ethnographic study that examines the debate between traditional and progressive pedagogies in literacy education and the mismatch of cross-cultural discourses between mainstream schools and Asian families. This book focuses on a Vancouver suburb where the Chinese population has surpassed the white community numerically and socioeconomically, but not politically, and where the author uncovers disturbing cultural conflicts, educational dissensions, and "silent" power struggles between school and home. What Guofang Li reveals illustrates the challenges of teaching and learning in an increasingly complex educational landscape in which literacy, culture, race, and social class intertwine. Advocating for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices, Li offers a new theoretical framework and critical recommendations for teachers, schools, and parents. |
Innhold
| 1 | |
1 Literacy Instruction and Crosscultural Discourses | 17 |
2 The City the School and the Families | 39 |
Teacher Beliefs and Parent Perspectives | 63 |
Sandy Anthony Kevin and Alana | 101 |
Billy Andy Jake and Tina | 147 |
Conflicts and Complexities | 183 |
Toward a Pedagogy of Cultural Reciprocity | 207 |
References | 233 |
Index | 255 |
Andre utgaver - Vis alle
Culturally Contested Pedagogy: Battles of Literacy and Schooling between ... Guofang Li Begrenset visning - 2006 |
Culturally Contested Pedagogy: Battles of Literacy and Schooling between ... Guofang Li Ingen forhåndsvisning tilgjengelig - 2005 |
Vanlige uttrykk og setninger
academic achievement activities Alana Andy Anthony Anthony Chan Asian Asian American asked Billy Billy's British Columbia Canada Cantonese Chan chil children’s learning China Chinese immigrants Chinese language Chinese parents Chinese school Chinese students Chung classroom code-switched combined class context critical pedagogy cultural conflicts cultural differences curriculum Dawson dents discourses dren English language English literacy ents ESL students ethnic example grade Guofang Haines Haines’s Hanukkah homework Hong Kong interactions Jake Kevin kids language learn English learners literacy instruction literacy learning literacy practices literature circle Mainland China math middle-class minority students model minority multicultural nese parental involvement pedagogy perspectives phonics play reading and writing Richmond Sandy school and home school practices skills social sociocultural speak Chinese speak English spelling story struggles Tang Taylor Elementary teaching Tina tion told traditional tural tutoring understand whole language Wong words York
Populære avsnitt
Side 21 - ... practice of those strategies and techniques, and evaluation purposes and methods. All of these aspects of educational practice come together in the realities of what happens in classrooms. But the discourse of pedagogy centers something more. It stresses that the realities of what happens in classrooms organize a view of how a teacher's work within an institutional context specifies a particular version of what knowledge is of most worth, in what direction we should desire, what it means to know...
Side 21 - Pedagogy" is a more complex and extensive term than "teaching", referring to the integration in practice of particular curriculum content and design, classroom strategies and techniques, a time and space for the practice of those strategies and techniques, and evaluation purposes and methods.
Side 21 - Pedagogy refers to a deliberate attempt to influence how and what knowledge and identities are produced within and among particular sets of social relations. It can be understood as a practice through which people are incited to acquire a particular "moral character.
Side 21 - Together they organize a view of how a teacher's work within an institutional context specifies a particular version of what knowledge is of most worth, what it means to know something, and how we might construct representations of ourselves, others, and our physical and social environment. In other words, talk about pedagogy is simultaneously talk about the details of what students and others might do together and the cultural politics such practices support.
Side 25 - In both fluent reading and its acquisition, the reader's knowledge must be aroused interactively and in parallel. Neither understanding nor learning can proceed hierarchically from the bottom up. Phonological awareness, letter recognition facility, familiarity with spelling patterns, spelling-sound relations, and individual words must be developed in concert with real reading and real writing and with deliberate reflection on the forms, functions and meanings of texts.
Side 18 - culture" here to signify the particular ways in which a social group lives out and makes sense of its "given " circumstances and conditions of life.
Side 18 - D) as ways of behaving, interacting, valuing, thinking, believing, speaking, and often reading and writing that are accepted as instantiations of particular roles by specific groups of people...
Side 212 - In addition, curriculum reform means affirming the voices of the oppressed; teachers need to give the marginalized and the powerless a preferential option. Similarly, students must be encouraged to produce their own oppositional readings of curriculum content. And lastly, curriculum reform must recognize the importance of encouraging spaces for the multiplicity of voices in our classrooms, and creating a dialogical pedagogy in which subjects see others as subjects and not as objects.
Side 17 - ... degree that it makes problematic the very structure and practice of representation; that is, it focuses attention on the importance of acknowledging that meaning is not fixed and that to be literate is to undertake a dialogue with others who speak from different histories, locations and experiences. Literacy is a discursive practice in which difference becomes crucial for understanding not simply how to read, write or develop aural skills, but to also recognize that the identities of 'others'...
Referanser til denne boken
ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice Lee Gunderson Ingen forhåndsvisning tilgjengelig - 2008 |
Culturally Contested Literacies: America's "rainbow Underclass" and Urban ... Guofang Li Ingen forhåndsvisning tilgjengelig - 2008 |