Culture in School Learning: Revealing the Deep Meaning

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  • Edition: 2nd
  • Format: Nonspecific Binding
  • Copyright: 2013-12-06
  • Publisher: Routledge
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In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying 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 are employed in this process: 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. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation. Pedagogical Features Focus Questions at the beginning of each chapter assist the reader in identifying complex issues to be examined. Chapter Summaries provide a quick review of the main topics presented. Suggested Learning Experiences have been selected for their value in expanding preservice teachers' understanding of specific questions and issues raised in the chapter. Critical Readings lists extend the text to treat important issues in greater depth. New in the Second Edition New emphasis is placed on the power of social ideology in framing teachers#xE2;#xAC;" thinking and school practices. The relationship of core values and other important social values common in the United States to school practices is explicitly discussed. Discussion of racism includes an explanation of the relationship between institutionalized racism and personal beliefs and actions. Approaches to understanding and evaluating curriculum have been expanded to include different genres and dimensions of multicultural education. A framework for understanding cultural diversity in the classroom is presented. New emphasis is placed on participating in a community of practice. This book is primarily designed for preservice teachers in courses on multicultural education, social foundations of education, principles of education, and introduction to teaching. Inservice teachers and graduate students will find it equally useful.

Author Biography

Etta R. Hollins is professor and chair of teacher education at the University of Southern California. She served on the prestigious Teacher Education Panel for the American Educational Research Association and has been an invited speaker for the American Educational Research Association, the Association of Teacher Educators, National Council for the Accreditation of Teacher Education, the Council of Great City Schools, and the International Reading Association

Table of Contents

Forewordp. xi
Prefacep. xiii
Acknowledgmentsp. xix
The Centrality of Culture and Social Ideology in School Learningp. 1
Focus Questionsp. 1
Introductionp. 1
Social Ideology and Diversityp. 2
Learning to Teach, Teaching, and Contemporary Social Ideologyp. 5
Teachers' Perspectives on Culture, Learning, and Ideologyp. 7
Chapter Summaryp. 14
Suggested Learning Experiencesp. 15
Critical Readingp. 15
The Deep Meaning of Culturep. 17
Focus Questionsp. 17
Introductionp. 17
Defining Culturep. 18
Culture in the United Statesp. 19
School Practices Reflect Cultural Normsp. 33
Other Ways of Revealing the Deep Meaning of Culturep. 34
Chapter Summaryp. 35
Suggested Learning Experiencesp. 36
Critical Readingp. 36
Personalizing Cultural Diversityp. 37
Focus Questionsp. 37
Introductionp. 37
The Importance of Personal Awarenessp. 38
Classifying and Labeling Peoplep. 39
Euro-American Racial Identityp. 40
Depolarizing Racial Identityp. 42
E Pluribus Unum (One Out of Many)p. 49
Chapter Summaryp. 57
Suggested Learning Experiencesp. 58
Critical Readingp. 58
Learning About Diverse Populations of Studentsp. 59
Focus Questionsp. 59
Introductionp. 59
The Ethics of Data Collectionp. 61
Organizing for Data Collectionp. 62
Strategies for Data Collectionp. 63
Formulating Questions That Reveal the Big Picturep. 66
Collecting Data on Studentsp. 70
Data Analysisp. 81
Chapter Summaryp. 83
Suggested Learning Experiencesp. 83
Critical Readingp. 84
Reframing the Curriculump. 85
Focus Questionsp. 85
Introductionp. 85
The Existing School Curriculump. 86
Curriculum for Culturally Diverse Populationsp. 93
A Framework for Organizing Curriculum for Equitable Access to Learningp. 97
Curriculum Validationp. 105
Chapter Summaryp. 106
Suggested Learning Experiencesp. 107
Critical Readingp. 107
Redesigning Instructionp. 109
Focus Questionsp. 109
Introductionp. 109
Explaining School Failurep. 110
Meaningful Learning in Elementary Schoolsp. 114
Meaningful Learning in Secondary Schoolsp. 119
Creating a Supportive Context for Learningp. 124
Chapter Summaryp. 131
Suggested Learning Experiencesp. 132
Critical Readingp. 133
A Framework for Understanding Cultural Diversity in the Classroomp. 135
Focus Questionsp. 135
Introductionp. 135
The Culture of Practice in a Low-Performing Schoolp. 136
Understanding Cultural Diversity in the Classroomp. 139
Culturally Mediated Cognitionp. 140
Linking Culture and Information Processingp. 142
Linking Culture, Information Processing, and Instructionp. 147
Chapter Summaryp. 159
Suggested Learning Experiencesp. 159
Critical Readingp. 160
Transforming Professional Practicep. 161
Focus Questionsp. 161
Introductionp. 161
Approaches to Transforming Professional Practicep. 162
Monitoring Personal Professional Growthp. 170
Chapter Summaryp. 177
Suggested Learning Experiencesp. 177
Critical Readingp. 178
Referencesp. 179
Author Indexp. 189
Subject Indexp. 193
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