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Crossing Cultural Borders (1991) examines the day-to-day
interaction of immigrant children with adults, siblings and peers
in the home, school and community at large as these families
demonstrate their skill in using their culture to survive in a new
society. Children of Mexican and Central American immigrant
families in Secoya crossed a national border, and continue to cross
linguistic, social and cultural borders that separate the home,
school and outside world.
Originally published in 1996. During the author's decade of
critical ethnography in Carpinteria, California, she has
illuminated the intricate relationships between Latino families as
together they build a sociopolitical community to bridge family and
school alliances. How they extend their learning from the social
networks to the family arena and to the personal, and in reverse,
represents their protean responses to the diversity and adversity
in their lives. This life-story captures the collective and
individual texts of the Latino children, their parents and
educators used to empower themselves to transform discontinuity in
an age where continuity is increasingly foreign.
Originally published in 1996. During the author's decade of
critical ethnography in Carpinteria, California, she has
illuminated the intricate relationships between Latino families as
together they build a sociopolitical community to bridge family and
school alliances. How they extend their learning from the social
networks to the family arena and to the personal, and in reverse,
represents their protean responses to the diversity and adversity
in their lives. This life-story captures the collective and
individual texts of the Latino children, their parents and
educators used to empower themselves to transform discontinuity in
an age where continuity is increasingly foreign.
Children's success in literacy is largely dependent on the active
and systematic communications between parents and teachers. In this
study the essence of literacy is observed in the Portillo Community
when working class Mexican-American parents empowered each other by
sharing their experiences to help their children in school.
Utilizing their ability to read and interpret their reality the
families collectively organized to transform their children's
educational opportunities.
The mission statement of the Common Core State Standards couldn't
be any clearer inadescribing expectations forathe education ofaour
nation's youth.The standards are designed to be robust and relevant
to the real world, reflecting the knowledge and skills that our
young people need for success in college and careers. With American
students fully prepared for the future, our communities will be
best positioned to compete successfully in the global economy.In
the 21st century, a high school diploma without further education
provides limited options for young adults: high school graduates
currently have an unemployment rate of 32% -- approximately twice
that of college graduates.a According to research conducted by the
Pew Hispanic Center, despite recent increases inacollege
attendancearatesafor Latino students (in 2010, approximately 32% of
total college enrollmentsain two and four schools), their numbers
are low in comparison to Whites (43%), Asians (62%), and Blacks
(38%).a Not surprisingly,athe rates are muchalower forachildren
born into households in which parents or guardians weren't
college-educated.a When we take into consideration the fact that
Latinos are the fastest-growingademographic in the U.S., the
implications foraglobal competitiveness (not to mention the human
toll of so much unrealized promise) are quite alarming.The proposed
book provides teachers and educational leaders with a guide
toacreating conditions in schools that are conducive to Latino
students having access to higher education and --aby extension --
promising futures.a The author bases her recommendations on lessons
learned fromasuccessful college bound programs in public schools,
the non-profit sector, and recognized charter schools, as well asaa
substantial body of quality research on Latino students and their
families.aThe heart of the book builds on the premise that
effective academic and social support practices intertwine with
increased expectations, successfully leading underrepresented
Latino students to college. Social capital builds the value,
connectedness, and motivation of cultural, emotional, informational
and instrumental networks that undergird studentsAE readiness and
aptitude to pursue a path to college.aa
Teachers are dealing with increasingly diverse classroom settings,
yet the majority of teachers do not share the same culture as their
students. Going beyond they typical heroes and holidays approach to
cultural diversity, Gaitan shows that real culture is the
day-to-day experience of students and their families and involves
values, language, kinship, community and social networks, common
history, attitudes, and rituals. By honoring "real culture,"
teachers will be better equipped to reach all their students
effectively. Divided into two parts, this invaluable resource
covers the classroom environment and the topics of discipline,
arranging the classroom, and parent and community involvement
first. In the second half of the book, Gaitan explains how teachers
can be culturally responsive in the way in which they teach
literacy, math, science, the interdisciplinary curriculum, and
other content areas. Based on Gaitan's own interviews,
observations, and audio & video recordings with teachers,
parents, students, and community leaders, this book shows how
teachers can transform the context and content to be culturally
responsive to all their students. Each chapter follows a accessible
and user-friendly format, making it ideal for mentoring pairs,
group study, or teachers working individually: Personal reflection
from a teacher related to the chapter topic Discussion of the topic
as it relates to the culturally responsive classroom, incorporating
the latest research and best practice Rich case example including
dialogues between teachers and students, the author's observations,
and teacher reflections about what occurred Guiding questions
Reflective Questions Classroom applications
This book covers five major areas: 1) Latino families and their
educational aspirations for their children, 2) the communication
systems needed between schools and Latino families, 3) techniques
to foster Latino parent involvement, 4) how Latino families assist
their children at home, and 5) how to organize parent involvement
programmes. This will be a practical book full of techniques,
strategies, examples of programmes that have worked, and teachers'
and parents' voices and experiences.
Educating Across Borders is an ethnography of the learning
experience of transfronterizxs, border-crossing students living on
the U.S.-Mexico border whose lives span two countries and two
languages. Authors Maria Teresa de la Piedra, Blanca Araujo, and
Alberto Esquinca examine language practices and funds of knowledge
these students use as learning resources to navigate through their
binational, dual language school experience. The authors, who
themselves live and work on the border, question artificially
created cultural and linguistic borders. To explore this issue,
they employed participant-observation, focus groups, and individual
interviews with teachers, administrators, and staff members to
construct rich understandings of the experiences of transfronterizx
students. These ethnographic accounts of their daily lives counter
entrenched deficit perspectives about transnational learners.
Drawing on border theory, immigration and border studies, funds of
knowledge, and multimodal literacies, Educating Across Borders is a
critical contribution toward the formation of a theory of physical
and metaphorical border crossings that ethnic minoritized students
in U.S. schools must make as they traverse the educational system.
Teachers are dealing with increasingly diverse classroom settings,
yet the majority of teachers do not share the same culture as their
students. Going beyond they typical heroes and holidays approach to
cultural diversity, Gaitan shows that real culture is the
day-to-day experience of students and their families and involves
values, language, kinship, community and social networks, common
history, attitudes, and rituals. By honoring "real culture,"
teachers will be better equipped to reach all their students
effectively. Divided into two parts, this invaluable resource
covers the classroom environment and the topics of discipline,
arranging the classroom, and parent and community involvement
first. In the second half of the book, Gaitan explains how teachers
can be culturally responsive in the way in which they teach
literacy, math, science, the interdisciplinary curriculum, and
other content areas. Based on Gaitan's own interviews,
observations, and audio & video recordings with teachers,
parents, students, and community leaders, this book shows how
teachers can transform the context and content to be culturally
responsive to all their students. Each chapter follows a accessible
and user-friendly format, making it ideal for mentoring pairs,
group study, or teachers working individually: Personal reflection
from a teacher related to the chapter topic Discussion of the topic
as it relates to the culturally responsive classroom, incorporating
the latest research and best practice Rich case example including
dialogues between teachers and students, the author's observations,
and teacher reflections about what occurred Guiding questions
Reflective Questions Classroom applications
This book covers five major areas: 1) Latino families and their
educational aspirations for their children, 2) the communication
systems needed between schools and Latino families, 3) techniques
to foster Latino parent involvement, 4) how Latino families assist
their children at home, and 5) how to organize parent involvement
programmes. This will be a practical book full of techniques,
strategies, examples of programmes that have worked, and teachers'
and parents' voices and experiences.
This volume presents the personal accounts of African American,
Asian American, and Latino faculty who use 'narratives of
struggles' to describe the challenges they faced in order to become
bona fide members of the U.S. Academy. These narratives show how
survival and success require a sophisticated knowledge of the
politics of academia, insider knowledge of the requirements of
legitimacy in scholarly efforts, and resourceful approach to facing
dilemmas between cultural values, traditional racist practices, and
academic resilience. The book also explores the empowerment process
of these individuals who have created a new self without rejecting
their 'enduring' self, the self strongly connected to their
ethno/racial cultures and groups. Within the process of self
-redefinition, this new faculty confronted racism, sexism,
rejection, the clash of cultural values, and structural
indifference to cultural diversity. The faculty recounts how they
ultimately learned the skillful accommodation to all of these
issues. It is through the analysis of survival and self-definition
that women and faculty of color will establish a powerful foothold
in the new academy of the twenty-first century.
Fifteen years ago, Concha Delgado-Gaitan began literacy research in
Carpinteria, California. At that time, Mexican immigrants who
labored in nurseries, factories, and housekeeping, had almost no
voice in how their children were educated. Committed to
participative research, Delgado-Gaitan collaborated with the
community to connect family, school, and community. Regular
community gatherings gave birth to the Comite de Padres Latinos.
Refusing the role of the victim, the Comite paticipants organized
to reach out to everyone in the community, not just other Latino
families. Bound by their language, cultural history, hard work,
respect, pain, and hope, they created possibilities that supported
the learning of Latino students, who until then had too often
dropped out or shown scant interest in school. In a society that
accentuates individualism and independence, these men and women
look to their community for leadership, support, and resources for
children. The Power of Community is a critical work that shows how
communities that pull together and offer caring ears, eyes, and
hands, can ensure that their children thrive academically,
socially, and personally. It offers a fresh approach and workable
solution to the problems that face schools today.
"The ethnics are coming" -and the fear of many observers is that
the quality of traditional disciplines will suffer as a result.
Immigrant Voices: In Search of Pedagogical Reform is a new book
which shows that such fear is unfounded. Ethnic scholars of
international repute come together in this new collection of essays
to meditate upon the single most important social phenomena in
America today: Immigration. Due to the ever increasing ethnic
diversity in today's school populations, the need to explore this
issue has become more critical than ever. Giving voice to a broad
range of complex experiences, contributors from China, Taiwan,
Mexico, Argentina, Spain, and Slovakia provide insight into the
numerous obstacles immigrants must overcome in order to succeed in
both the academy and society at large. Offering broad theoretical
perspectives, as well as powerful and unforgettable personal
narratives, this book serves as a invaluable resource for continued
efforts toward educational equity.
A central theme in anthropoligical research is the socialization
process. Yet, when applied to student life, the literature tends to
neglect a frequent phenomena of student life: that students are
uprooted from their home countries and resettled in culturally
different areas. The contributors to "School and Society" provide a
comparative assessment of how cultural knowledge relates to
learning. Part I discusses qualitative research and national
politics as they relate to cultural education. Part II explores
American and Japanese day care centers, Peruvian schools, and the
effects of Asian refugees on American schools. Part III examines
peer socialization among Iranians, Israeli adolescents living on
Kibbutzim, and other ethnic and cultural groups. In a final
analysis, the editors attend to the very conception of culture and
the need for cultural therapy: an understanding of one's own
culture in order to study another's.
This engaging and rich resource details how schools and diverse
families throughout the country have formed partnerships that
support and enhance student learning. It is designed for teachers
who care deeply about students and welcome diverse families as
partners, for parents who want to be active partners in educating
their children, and for administrators in diverse schools or
districts who know there is no quick fix for building lasting
partnerships among families, schools, and the community.
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