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With the American dream progressively elusive for and exclusive of
Latinos, there is an urgent need for empirically and conceptually
based macro-level policy solutions for Latino education. Going
beyond just exposing educational inequalities, this volume provides
intelligent and pragmatic research-based policy directions and
tools for change for U.S. Latino Education and other multicultural
contexts. U.S. Latinos and Education Policy is organized round
three themes: education as both product and process of social and
historical events and practices; the experiences of young
immigrants in schools in both U.S. and international settings and
policy approaches to address their needs; and situated perspectives
on learning among immigrant students across school, home, and
community. With contributions from leading scholars, including Luis
Moll, Eugene E. Garcia, Richard P. Duran, Sonia Nieto , Angela
Valenzuela, Alejandro Portes and Barbara Flores, this volume
enhances existing discussions by showcasing how researchers working
both within and in collaboration with Latino communities have
employed multiple analytic frameworks; illustrating how current
scholarship and culturally oriented theory can serve
equity-oriented practice; and, focusing attention on ethnicity in
context and in relation to the interaction of developmental and
cultural factors. The theoretical and methodological perspectives
integrate praxis research from multiple disciplines and apply this
research directly to policy.
With the American dream progressively elusive for and exclusive of
Latinos, there is an urgent need for empirically and conceptually
based macro-level policy solutions for Latino education. Going
beyond just exposing educational inequalities, this volume provides
intelligent and pragmatic research-based policy directions and
tools for change for U.S. Latino Education and other multicultural
contexts. U.S. Latinos and Education Policy is organized round
three themes: education as both product and process of social and
historical events and practices; the experiences of young
immigrants in schools in both U.S. and international settings and
policy approaches to address their needs; and situated perspectives
on learning among immigrant students across school, home, and
community. With contributions from leading scholars, including Luis
Moll, Eugene E. Garcia, Richard P. Duran, Sonia Nieto , Angela
Valenzuela, Alejandro Portes and Barbara Flores, this volume
enhances existing discussions by showcasing how researchers working
both within and in collaboration with Latino communities have
employed multiple analytic frameworks; illustrating how current
scholarship and culturally oriented theory can serve
equity-oriented practice; and, focusing attention on ethnicity in
context and in relation to the interaction of developmental and
cultural factors. The theoretical and methodological perspectives
integrate praxis research from multiple disciplines and apply this
research directly to policy.
Vygotsky in Twenty-first Century Society is an ensemble of novel
perspectives about the legacy of Lev Vygotsky and Alexander Luria.
The book illustrates how well the legacy of their work is being
applied and continued in contemporary research, and how cultural
historical theory has been constructed and re-constructed.
Together, these collected essays inform a broader discussion of how
a developmentally-oriented cultural paradigm can guide learning and
teaching in social and educational policy and in group or
individual counseling. Readers will find discussions of issues in
human development that have previously been overlooked. This book
is important and timely in addressing these issues and fault-lines,
particularly for advancing both equity and scientific
understandings.
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