Titlebook: Culture, Curriculum, and Identity in Education; H. Richard Milner Book 2010 Palgrave Macmillan, a division of Nature America Inc. 2010 edu

GLOSS

Culture, Curriculum, and Identity in Educationl frames of reference and in and through social contexts. Our beliefs, ideologies, ways of knowing, preferences, and practices are shaped and guided by culture. For reasons elaborated elsewhere (see Chapter 8 for instance) but beyond the scope of this introduction, White teachers sometimes do not be

DECRY

The Identity-Perception Gaphundreds of students who emerge from a multiplicity of backgrounds. To achieve equity in schools and classrooms requires that teachers sustain a near-constant awareness of others’ unique perceptions and identities. As teachers negotiate classroom relationships with youth across cultural, gender, lin

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暖昧關(guān)系

Promoting Educational Equity for a Recent Immigrant Mexican Student in an English-Dominant Classroome learners (ELLs) currently enrolled in American public schools in grades pre-K through twelve. This number represents about 10 percent of the total enrollment in U.S. public schools. Within the last fifteen years, the numbers of ELLs have increased at a rate almost eight times greater than the tota

光明正大

As Cultures Collidenguistic-minority students. Moreover, efforts aimed at improving educational outcomes for ELLs are often rooted in a deficit perspective that views linguistically diverse students of color as inferior and undesirable. Therefore, in an effort to foreground their voices and, at the same time, to criti

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onlooker

Leadership and a Critical Spirit of Resistancebe genuine and valuable research. Scholars have engaged in numerous philosophical and ontological debates focusing on the efficacy of quantitative and qualitative research. In recent times, a discourse has emerged in research that salutes the poly-voiced character of researchers and the researched,

影響深遠

Harbor

nitric-oxide