Culture in school learning : revealing the deep meaning

著者

書誌事項

Culture in school learning : revealing the deep meaning

Etta R. Hollins

Routledge, 2015

3rd ed

  • : hbk
  • : pbk

大学図書館所蔵 件 / 全5件

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注記

Includes bibliographical references (p. 213-224) and indexes

内容説明・目次

内容説明

Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers examining culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures employed in this process are presented: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Pedagogical features in each chapter include Focus Questions; Chapter Summaries; Suggested Learning Experiences, Critical Reading lists. A Companion Website, new for the Third Edition (www.routledge.com/cw/Hollins), provides additional student resources.

目次

Contents Preface Acknowledgments 1. The Centrality of Culture and Social Ideology in School Learning 2. The Deep Meaning of Culture 3. Personalizing Cultural Diversity 4. Learning About Diverse Populations of Students 5. Reframing the Curriculum 6. Redesigning Instruction 7. A Framework for Understanding Cultural Diversity in the Classroom 8. Putting it all Together 9. Transforming Professional Practice References Author Index Subject Index

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