大葉大學圖書館 |

Culture, curriculum, and identity in education[electronic resource] /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	370.117
書名/作者:	Culture, curriculum, and identity in education/ edited by H. RichardMilner IV.
其他作者:	Milner, H. Richard.
出版者:	New York : : Palgrave Macmillan,, 2010.
面頁冊數:	xv, 232 p.
標題:	Multicultural education - Curricula.
標題:	Multiculturalism.
標題:	Critical pedagogy.
標題:	Interkulturelle Erziehung
標題:	Curriculumentwicklung
標題:	Kritische Pèadagogik
ISBN:	9780230105669
ISBN:	0230105661
書目註:	Includes bibliographical references.
內容註:	Introduction : culture, curriculum, and identity in education / H. Richard Milner IV -- The identity-perception gap : teachers confronting the difference between who they (think they) are and how they are perceived by students / Eric Toshalis -- Developing a multicultural curriculum in a predominantly white teaching context : lessons from an African American teacher in a suburban English classroom / H. Richard Milner IV-- Promoting educational equity for a recent immigrant Mexican studentin an English-dominant classroom : what does it take? / Ana Christina DaSilva Iddings and Brian Christopher Rose -- As cultures collide : unpacking the sociopolitical context surrounding English-language learners/ Jason G. Irizarry and John W. Raible -- Schooling and the universityplans of immigrantblack students from an urban neighborhood / Carl E.James -- Leadership and a critical spirit of resistance : new ways to conceptualize qualitative research on leadership and spirituality / Michael E.Dantley -- Awakening the spirit : teaching, learning, and living holistically / Stephen D. Hancock --Race, narrative inquiry, and self-study in curriculum and teacher education / H. Richard Milner IV -- Messages to teacher educators from the margins : teachers of color on equity in diverse classrooms / Beverly Cross -- Afterword / Sonia Nieto.
摘要、提要註:	This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, with a range of students in different spaces across the U.S. and abroad. Readers are invited to visualizewhat can be in schools and how teacher educators can serveas leaders in the fight for social justice-oriented curriculum development and implementation. Researchers are challenged to pose different kinds of questions - questions that look at the possibilities rather than those of difficulties in their work to address and transform institutional and systemic inequality, inequity, oppression, marginalization, and discrimination in education.&
電子資源:	access to fulltext (Palgrave)

Culture, curriculum, and identity in education[electronic resource] /
Culture, curriculum, and identity in education[electronic resource] /edited by H. RichardMilner IV. - 1st ed. - New York :Palgrave Macmillan,2010. - xv, 232 p.

Includes bibliographical references.

Introduction : culture, curriculum, and identity in education / H. Richard Milner IV -- The identity-perception gap : teachers confronting the difference between who they (think they) are and how they are perceived by students / Eric Toshalis -- Developing a multicultural curriculum in a predominantly white teaching context : lessons from an African American teacher in a suburban English classroom / H. Richard Milner IV-- Promoting educational equity for a recent immigrant Mexican studentin an English-dominant classroom : what does it take? / Ana Christina DaSilva Iddings and Brian Christopher Rose -- As cultures collide : unpacking the sociopolitical context surrounding English-language learners/ Jason G. Irizarry and John W. Raible -- Schooling and the universityplans of immigrantblack students from an urban neighborhood / Carl E.James -- Leadership and a critical spirit of resistance : new ways to conceptualize qualitative research on leadership and spirituality / Michael E.Dantley -- Awakening the spirit : teaching, learning, and living holistically / Stephen D. Hancock --Race, narrative inquiry, and self-study in curriculum and teacher education / H. Richard Milner IV -- Messages to teacher educators from the margins : teachers of color on equity in diverse classrooms / Beverly Cross -- Afterword / Sonia Nieto.

This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, with a range of students in different spaces across the U.S. and abroad. Readers are invited to visualizewhat can be in schools and how teacher educators can serveas leaders in the fight for social justice-oriented curriculum development and implementation. Researchers are challenged to pose different kinds of questions - questions that look at the possibilities rather than those of difficulties in their work to address and transform institutional and systemic inequality, inequity, oppression, marginalization, and discrimination in education.&

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2010.

Mode of access:World Wide Web.

ISBN: 9780230105669Subjects--Topical Terms:

374459
Multicultural education
--Curricula.Index Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: LC1099 / .C83 2010

Dewey Class. No.: 370.117

Culture, curriculum, and identity in education[electronic resource] /
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260 $a New York : $b Palgrave Macmillan, $c 2010.
300 $a xv, 232 p.
504 $a Includes bibliographical references.
505 0 $a Introduction : culture, curriculum, and identity in education / H. Richard Milner IV -- The identity-perception gap : teachers confronting the difference between who they (think they) are and how they are perceived by students / Eric Toshalis -- Developing a multicultural curriculum in a predominantly white teaching context : lessons from an African American teacher in a suburban English classroom / H. Richard Milner IV-- Promoting educational equity for a recent immigrant Mexican studentin an English-dominant classroom : what does it take? / Ana Christina DaSilva Iddings and Brian Christopher Rose -- As cultures collide : unpacking the sociopolitical context surrounding English-language learners/ Jason G. Irizarry and John W. Raible -- Schooling and the universityplans of immigrantblack students from an urban neighborhood / Carl E.James -- Leadership and a critical spirit of resistance : new ways to conceptualize qualitative research on leadership and spirituality / Michael E.Dantley -- Awakening the spirit : teaching, learning, and living holistically / Stephen D. Hancock --Race, narrative inquiry, and self-study in curriculum and teacher education / H. Richard Milner IV -- Messages to teacher educators from the margins : teachers of color on equity in diverse classrooms / Beverly Cross -- Afterword / Sonia Nieto.
520 $a This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, with a range of students in different spaces across the U.S. and abroad. Readers are invited to visualizewhat can be in schools and how teacher educators can serveas leaders in the fight for social justice-oriented curriculum development and implementation. Researchers are challenged to pose different kinds of questions - questions that look at the possibilities rather than those of difficulties in their work to address and transform institutional and systemic inequality, inequity, oppression, marginalization, and discrimination in education.& $x 00A0;.
520 $a "This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, witha range of students in different spaces across the U.S. and abroad. Readers are invitedto visualizewhat can be in schools and how teacher educators can serve as leaders in the fight for social justice-oriented curriculum development and implementation. Researchers are challenged to pose different kinds of questions -- questions that look at the possibilities rather than those of difficulties in their work to address and transform institutional and systemic inequality, inequity, oppression, marginalization,and discrimination in education"--Provided by publisher.
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