Culture, Relevance, and Schooling
Exploring Uncommon Ground
Rowman & Littlefield Education (Publisher)
1st Edition
Published on 16. March 2011
176 pages
978-1-60709-890-4 (ISBN)
Description
In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains. Readers will traverse multiple landscapes and look into a variety of spaces where attempts to tear down or build up pedagogical borders based upon socially-just design are underway. In disciplines ranging from elementary science, to high school English, to college kinesiology, the contributors to this volume describe their attempts to remake schooling in ways that bring hope and dignity to their participants.
More details
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
ISBN-13
978-1-60709-890-4 (9781607098904)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
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03/2011
Rowman & Littlefield Education
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03/2011
Rowman & Littlefield Education
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Persons
Lisa Scherff is associate professor of secondary English language arts education at the University of Alabama. A former high school English and reading teacher, Lisa's research focuses on opportunity to learn and teacher preparation, induction, and mentoring.
Karen Spector is assistant professor of secondary English education and literacy at the University of Alabama. Her research and teaching involves critical literacies across disciplines.
Karen Spector is assistant professor of secondary English education and literacy at the University of Alabama. Her research and teaching involves critical literacies across disciplines.
Content
Chapter 1 Foreword: The Legitimacy of Culturally Relevant Pedagogy: Resolved or Unresolved
Chapter 2 Acknowledgments
Chapter 3 Spatial, Embodied, and Discursive Boundaries: An Introduction
Chapter 4 Opening Vignette: Making Culture Visible through Experience and Understanding
Chapter 5 1. Collective Cultural Relevancy through Hybrid Communities of Practice
Chapter 6 2. Seeing Relevance: Using Photography to Understand How School, Curricula, and Pedagogies Matter to Urban Youth
Chapter 7 3. Expanding Notions of Culturally Responsive Education with Urban Native Youth: Culturally Relevant Pedagogy for Equity and Social Justice
Chapter 8 4. Weaving Spiritualities into Culturally Responsive Pedagogies
Chapter 9 5. Staying Fat: Moving Past the Exercise-Industrial Complex
Chapter 10 6. Putting "Culturally Relevant" into Professional Development
Chapter 11 7. Overcoming (Under)lying Assumptions: Approaching Language Education from a Freirean Perspective
Chapter 2 Acknowledgments
Chapter 3 Spatial, Embodied, and Discursive Boundaries: An Introduction
Chapter 4 Opening Vignette: Making Culture Visible through Experience and Understanding
Chapter 5 1. Collective Cultural Relevancy through Hybrid Communities of Practice
Chapter 6 2. Seeing Relevance: Using Photography to Understand How School, Curricula, and Pedagogies Matter to Urban Youth
Chapter 7 3. Expanding Notions of Culturally Responsive Education with Urban Native Youth: Culturally Relevant Pedagogy for Equity and Social Justice
Chapter 8 4. Weaving Spiritualities into Culturally Responsive Pedagogies
Chapter 9 5. Staying Fat: Moving Past the Exercise-Industrial Complex
Chapter 10 6. Putting "Culturally Relevant" into Professional Development
Chapter 11 7. Overcoming (Under)lying Assumptions: Approaching Language Education from a Freirean Perspective
