Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Building Cultural Bridges in Education is a collection of 15 papers written by scholars from around the world, who came together in their shared interest to promote an understanding of, and appreciation for, the rich and varied contemporary theoretical assumptions and current trends in language, education, linguistics, literature and intercultural communication. As a result, the papers in this volume represent breadth and depth, rigor and relevance in discussion of numerous, and always varyin...

Education --- Multicultural education. --- Intercultural education --- Culturally relevant pedagogy --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Educational sociology --- Aims and objectives. --- Culturally sustaining pedagogy

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In recent years, international efforts to improve educational quality in sub-Saharan Africa have focused on promoting learner-centered pedagogy. However, it has not fl ourished for cultural, economic, and political reasons that often go unrecognized by development organizations and policymakers. This edited volume draws on a long-term collaboration between African and American educational researchers in addressing critical questions regarding how teachers in one African country—Tanzania—conceptualize learner-centered pedagogy and struggle to implement it under challenging material conditions. One chapter considers how international support for learner-centered pedagogy has infl uenced national policies. Subsequent chapters utilize qualitative data from classroom observations, interviews, and focus group discussions across six Tanzanian secondary schools to examine how such policies shape local practices of professional development, inclusion, gender, and classroom discourse. In addition, the volume presents an analysis of the benefi ts and challenges of international research between Tanzanian and U.S. scholars, illuminating the complexity of collaboration as it simultaneously presents the outcome of joint research on teachers’ beliefs and practices. The chapters conclude with questions for discussion that can be used in courses on international development, social policy, and teacher education. “This volume, written by a multi-national team of scholar-practitioners, makes an important contribution to our understanding of learner-centered teaching and collaborative educational research. Based on an intensive investigation in Tanzania of a professional development program and teachers’ efforts to conceptualize and implement a globally-promoted pedagogical approach, the authors illustrate – and critically analyze – how these practices are enabled and constrained by cultural lenses, power relations, and material conditions. Importantly, they also examine refl exively how cultural, power, and resource issues shaped their struggle to engage in a collective praxis of qualitative inquiry. The tensions referenced in the title sparked valuable insights, which will be useful to educators, researchers, and policy makers.” — Mark Ginsburg, FHI 360 and Teachers College, Columbia University.

Education -- Tanzania. --- Education and state -- Tanzania. --- Multicultural education -- Tanzania. --- Education --- Social Sciences --- Education - General --- Education and state --- Multicultural education --- Intercultural education --- Education. --- Education, general. --- Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Culturally relevant pedagogy --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Social aspects --- Culturally sustaining pedagogy

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This volume takes on the vital tasks of celebrating, challenging, and attempting to move forward our understanding of equity and diversity in science education. Organized thematically, the book explores five key areas of science education equity research: science education policy; globalization; context and culture; discourse, language and identity; and leadership and social networking. Chapter authors -- emerging to established US science education scholars -- present their latest research on how to make science interesting and accessible to all students. The volume includes international voices as well: Scholars from around the world crafted responses to each section. Together, authors and respondents attempt to refine our methods for examining equity issues across classrooms, schools, and policies, and deepen our understanding of ways to promote equity and acknowledge diversity in science classrooms. Moving the Equity Agenda Forward is endorsed by NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research. The volume gains authority from the fact that it was edited by one current and four former chairs of NARST’s Equity and Ethics Committee.

Education policy. --- Education. --- Educational change. --- Educational equalization --- Multicultural education --- Science --- Education --- Social Sciences --- Education, Special Topics --- Study and teaching --- Educational equalization. --- Multicultural education. --- Study and teaching. --- Science education --- Scientific education --- Intercultural education --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Science education. --- Science Education. --- Learning & Instruction. --- Culturally relevant pedagogy --- Affirmative action programs in education --- Aims and objectives --- Learning. --- Instruction. --- Learning process --- Comprehension

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages – which in many cases are in non-dominant positions relative to other languages in society – in inclusive multilingual and multicultural forms of education. The 22 authors demonstrate how bringing non-dominant languages and cultures into schooling has liberatory, transformative potential for learners from ethnolinguistic communities that have previously been excluded from access to quality basic education. The authors deal not only with educational development in specific low-income and emerging countries in Asia (Afghanistan, Bangladesh, Cambodia, the Philippines Thailand and Vietnam), Latin America (Guatemala and Mexico) and Africa (Mozambique, Senegal and Tanzania), but also with efforts to reach marginalized ethnolinguistic communities in high-income North American countries (Canada and the USA). In the introductory chapter the editors highlight common and cross-cutting themes and propose appropriate, sometimes new terminology for the discussion of linguistic and cultural issues in education, particularly in low-income multilingual countries. Likewise, using examples from additional countries and contexts, the three final chapters address cross-cutting issues related to language and culture in educational research and development. The authors and editors of this volume share a common commitment to comparativism in their methods and analysis, and aim to contribute to more inclusive and relevant education for all. “A richly textured collection which offers a powerful vision of the possible, now and in the future.” Alamin Mazrui, Rutgers State University of New Jersey, USA “This book takes the local perspective of non-dominant language communities in arguing for a multilingual habitus in educational development. Benson and Kosonen masterfully extend theories and clarify terminology that is inclusive of the non-dominant contexts described here.” Ofelia García, City University of New York, USA.

Language and education. --- Multicultural education. --- Multilingual education. --- Languages & Literatures --- Education --- Social Sciences --- Philology & Linguistics --- Education - General --- Comparative education. --- Language and languages --- Study and teaching. --- Foreign language study --- Education, Comparative --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Multilingualism --- Intercultural education --- Culturally relevant pedagogy --- Educational linguistics --- Language and education --- Language schools --- History --- Culturally sustaining pedagogy

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Even in those areas of academia which one would consider to be most resistant to white domination (such as critical race theory and multicultural education), both covert and overt racial oppression are apparent. What is the role of white academics in these fields in creating racial oppression? Is there any escape from white supremacy and do white academics have any role in resisting it or are they always complicit? In this book, fictional tropes are used to consider the role of whiteness in ...

Educational sociology. --- Multicultural education. --- Whites --- Social change. --- Change, Social --- Cultural change --- Cultural transformation --- Societal change --- Socio-cultural change --- Social history --- Social evolution --- Race identity of whites --- Racial identity of whites --- Whiteness (Race identity) --- Race awareness --- Intercultural education --- Education --- Culturally relevant pedagogy --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Race identity. --- Ethnic identity --- Aims and objectives --- Culturally sustaining pedagogy --- Race identity of white people --- Racial identity of white people --- White people --- White persons --- Ethnology --- Caucasian race