|
Books > Social sciences > Education > Higher & further education > Students / student organizations
In Culturally Responsive Pedagogy: Promising Practices for African
American Male Students, I take us on a journey into teachers'
perceptions of the impact of implementing culturally responsive
pedagogical (CRP) practices on the student learning outcomes of
African American male students. The book also helps to identify
teachers' perceptions of the CRP strategies needed in the
elementary school setting to address the diverse needs of African
American male students. I share the story of educators from a
large, diverse elementary school in an urban school district, who
have made it their mission to provide African American male
students with culturally responsive learning environments where
they can thrive. Throughout the book, I make it clear that the
implementation of CRP practices has a direct impact on the student
learning outcomes of African American male students. The book
provides additional research into the existing literature on CRP
practices. Through a case study approach, my work allows for
additional insight into the potential impact of CRP practices on
the student learning outcomes of African American male students in
an urban elementary school setting. The book takes us on a journey
of highs and lows, ups and downs, and failures and successes.
Throughout the book, rich, detailed stories and descriptions are
shared based on classroom observations, interviews, and student
learning outcomes collected from three elementary school teachers
from diverse backgrounds and various years of experience. Classroom
observations were conducted using the Culturally Responsive
Instruction Observation Protocol (TM) (CRIOP) instrument to assess
the practices being implemented in the classroom. As I focused on
the hard realities that face African American male students in
today's classrooms, I identified six emerging themes, including one
overarching emerging theme, and three promising practices that
surfaced during my research. The CRP practices implemented proved
helpful toward increasing learning outcomes for African American
male students, and, ultimately, closing the achievement gap. As an
African American educator, I have been able to see how the lack of
culturally responsive practices creates learning obstacles for
African American male students. These learning obstacles continue
to plague a group that has been historically marginalized in our
society. The implementation of CRP practices provides educators
with an avenue to remedy a social justice issue that has plagued
our nation for years. The information shared in this book can be
beneficial for all those invested in closing the achievement gap
and increasing student learning outcomes through the use of
culturally responsive practices, including pre-service and
in-service teachers, administrators, caregivers, community
advocates, educational researchers, and policy makers.
In Contemporary Urban Youth Culture in China: A Multiperspectival
Cultural Studies of Internet Subcultures, Jing Sun explores
contemporary Chinese urban youth culture through analyses of three
Chinese Internet subcultural artifacts-A Bloody Case of a Steamed
Bun, Cao Ni Ma, and Du Fu Is Busy. Using Douglas Kellner's (1995)
multiperspectival cultural studies (i.e., critical theory and
critical media literacy) as the theoretical framework, and
diagnostic critique and semiotics as the analytical method, Sun
examines three general themes--resistance, power relations, and
consumerism. The power of multiperspectival cultural studies, an
interdisciplinary inquiry, lies in its potentials to explore
contemporary Chinese urban youth culture from multiple
perspectives; explore historical backgrounds and complexity of
cultural artifacts to understand contradictions and trajectories of
contemporary Chinese urban youth culture; recognize alternative
medias as a space for contemporary urban Chinese youth to express
frustrations and dissatisfactions, to challenge social inequalities
and injustices, and to create dreams and hopes for their future;
recognize that the intertexuality among cultural artifacts and
subcultures creates possibilities for Chinese urban youth to invent
more alternative media cultures that empower them to challenge
dominations, perform their identities, and release their
imagination for the future; invite Chinese youth to be the change
agents for the era but not to be imprisoned by the era; and
overcome misunderstanding, misrepresentation, or
underrepresentation of contemporary Chinese urban youth cultural
texts to promote linguistic and cultural diversity in a
multicultural, multilingual, and multiracial world. Sun argues that
contemporary urban youth need to obtain critical media literacy to
become the change agents in contemporary China. They need to be the
medium of cultural exchanges in the multicultural, multilingual,
and multiracial world. In order to best assist contemporary Chinese
urban youth in expressing their voices, portraying their hopes, and
performing their historical responsibilities as change agents, Sun
sincerely hopes more research will be done on the contemporary
Chinese urban youth culture, especially on its contradictions and
trajectories, with the intent to shed light on more richly
textured, nuanced, and inspiring insights into the interconnection
between contemporary Chinese urban youth and media power in an
increasingly multicultural, multilingual, and multiracial world.
|
|