Radical-Local Teaching And Learning

by Hedegaard, Mariane; Chaiklin, Seth

• ISBN13: 9788772888293
• ISBN10: 8772888296
• Format: Paperback
• Copyright: 2005-06-27
• Publisher: Aarhus Universitetsforlag

Summary

The cultural-historical approach started in the 1930s by Lev Vygotsky, who held that learning and instruction are the means to development, is the foundation for she Radical-Local Theory of Teaching and Learning formulated by Mariane Hedegaard and Seth Chaiklin in the first part of the book. The central concern in this approach to education is how to integrate particular historical and cultural conditions that the children encounter into educational practices. The second half of the book is an extensive case study of an after-school programme for Puerto Rican primary students in East Harlem. New York conducted in a radieal-local perspective. This programme focussed on the history of the community and of Puerto Rican immigration, and the study describes how it helped students become both more positive and more critical about their backgrounds. By acquiring basic academic skills in a theoretical framework the children learn how to analyse their own local situation, addressing not only immediate issues (housing conditions, family life, community dynamics) but also historical issues. Unlike apparently similar culturally responsive approaches to teaching underprivileged children, radical-local teaching explicity uses subject matter teaching to encourage children's development in relation to their social conditions.

Table of Contents

Chapter 1: Radical-Local Teaching and Learning for Education and Human Development	9	(8)
Chapter 2: Education in a Societal Perspective	17	(16)
Chapter 3: An Introduction to Radical-Local Teaching and Learning	33	(18)
Chapter 4: The Relation of Knowledge to Teaching and Learning from a Radical-Local Perspective	51	(10)
Chapter 5: Child Development and Learning	61	(8)
Chapter 6: The Double Move Approach to Instruction	69	(14)
Chapter 7: The East Harlem Community from a Cultural-Historical Perspective	83	(18)
Chapter 8: Puerto Ricans and Education in New York City	101	(10)
Chapter 9: Organization, Content, Participants and Evaluation of the Teaching Programme	111	(10)
Chapter 10: The Goal Formation Phase	121	(10)
Chapter 11: Researching Family Life and Living Conditions in Early 20th Century Puerto Rico	131	(20)
Chapter 12: Researching the History of their City and Starting Model Formulation	151	(12)
Chapter 13: Community Modelling and Model Use	163	(18)
Chapter 14: Discussion of the Teaching Experiment	181	(10)
Chapter 15: Radical-Local Teaching and Learning and Educational Practice	191	(10)
References	201	(20)
List of Figures	221	(2)
Index	223