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This volume brings the perspectives of educational anthropology to
the consideration of the education of ethnic and linguistic
minority students and to the challenges often associated with that
enterprise. Built around a core of chapters originally published in
the Anthropology and Education Quarterly, which presented two major
anthropological perspectives on school success and failure for
minority students, focuses on the cultural difference approach and
the discontinuity approach. Each is represented by a theoretical
chapter and two case studies. Chapters contrast anthropological and
nonanthropological perspectives on minority education, outlining
key concepts and methods in educational anthropology for readers
who may be unfamiliar with the field. A later section offers recent
modifications or additions to the two major perspectives. These
chapters examine the role of parents and community in minority
education, call attention to the cultural groupings that an form in
response to the school context itself, focus attention on children
as active decision-makers in school, and question the validity of
the whole conceptualization of school success and failure.
Concluding chapters on applying anthropological perspectives to
policy and practice.
For a chemist, the word catalyst means a substance that rapidly
brings about change, allowing transformations to occur that may not
have been possible without the introduction of that catalytic
agent. For a spiritual seeker, the concept of shaktipat is
understood in the same way. It is a moment of pure contact with the
divine that quickens the journey towards awakening and raises the
state of the seeker to an entirely new level of understanding and
experience. In this volume of the Essential Spiritual Training
series, Mark Griffin answers four of the most salient questions a
seeker can ask: What is shaktipat? Why should I be interested it?
How is shaktipat given? When does shaktipat become available to me?
This is volume 2 of the Essential Spiritual Training Series
This volume brings the perspectives of educational anthropology
to the consideration of the education of ethnic and linguistic
minority students and to the challenges often associated with that
enterprise. Built around a core of chapters originally published in
the Anthropology and Education Quarterly, which presented two major
anthropological perspectives on school success and failure for
minority students, focuses on the cultural difference approach and
the discontinuity approach. Each is represented by a theoretical
chapter and two case studies. Chapters contrast anthropological and
nonanthropological perspectives on minority education, outlining
key concepts and methods in educational anthropology for readers
who may be unfamiliar with the field. A later section offers recent
modifications or additions to the two major perspectives. These
chapters examine the role of parents and community in minority
education, call attention to the cultural groupings that an form in
response to the school context itself, focus attention on children
as active decision-makers in school, and question the validity of
the whole conceptualization of school success and failure.
Concluding chapters on applying anthropological perspectives to
policy and practice.
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