Challenging educators to better understand themselves and their
students, this text presents a powerful process for developing a
teaching perspective that embraces the centrality of culture in
school learning. The six-part process covers examining 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 employed in this process are
presented: 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. Pedagogical features in each chapter
include Focus Questions; Chapter Summaries; Suggested Learning
Experiences, Critical Reading lists. A Companion Website, new for
the Third Edition (www.routledge.com/cw/Hollins), provides
additional student resources.
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