|
Showing 1 - 4 of
4 matches in All Departments
Based on an ethnographic study conducted in a Greek community, this
book celebrates the small ways people teach and learn while they
are engaged in other, supposedly more important, activities. By
examining the intricate ways in which knowledge and skills of
everyday life are transmitted, it shows how family, community, and
culture shape the cognitive world of learners. Beginning with a
rich description of the community and its culture, the book then
focuses on six contrasting episodes of informal instruction. Video
and audiotaped scenes of learning to dance, learning to perform the
healing art of cupping, and learning about kinship, for example,
provide material for detailed analyses. The book demonstrates the
interplay of culture and learning by exploring how the cultural
theme of struggle and the use of different interpretive frames
shaped informal instruction in this community and how, at the same
time, processes of informal teaching and learning contributed to
the evolving construction of culture by its members. Interpretive
framing emerges as a key concept that studies of situated cognition
must consider. Since formal and informal instruction are closely
linked, the culturally specific ways of teaching and learning shown
in informal instruction will help all educators meet the needs of
diverse student bodies.
Based on an ethnographic study conducted in a Greek community, this
book celebrates the small ways people teach and learn while they
are engaged in other, supposedly more important, activities. By
examining the intricate ways in which knowledge and skills of
everyday life are transmitted, it shows how family, community, and
culture shape the cognitive world of learners. Beginning with a
rich description of the community and its culture, the book then
focuses on six contrasting episodes of informal instruction. Video
and audiotaped scenes of learning to dance, learning to perform the
healing art of cupping, and learning about kinship, for example,
provide material for detailed analyses. The book demonstrates the
interplay of culture and learning by exploring how the cultural
theme of struggle and the use of different interpretive frames
shaped informal instruction in this community and how, at the same
time, processes of informal teaching and learning contributed to
the evolving construction of culture by its members. Interpretive
framing emerges as a key concept that studies of situated cognition
must consider. Since formal and informal instruction are closely
linked, the culturally specific ways of teaching and learning shown
in informal instruction will help all educators meet the needs of
diverse student bodies.
How real is race? What is biological fact, what is fiction, and
where does culture enter? What do we mean by a "colorblind" or
"postracial" society, or when we say that race is a "social
construction"? If race is an invention, can we eliminate it? This
book, now in its second edition, employs an activity-oriented
approach to address these questions and engage readers in
unraveling-and rethinking-the contradictory messages we so often
hear about race. The authors systematically cover the myth of race
as biology and the reality of race as a cultural invention, drawing
on biocultural and cross-cultural perspectives. They then extend
the discussion to hot-button issues that arise in tandem with the
concept of race, such as educational inequalities; slurs and
racialized labels; and interracial relationships. In so doing, they
shed light on the intricate, dynamic interplay among race, culture,
and biology. For an online supplement to How Real Is Race? Second
Edition, click here.
How real is race? What is biological fact, what is fiction, and
where does culture enter? What do we mean by a "colorblind" or
"postracial" society, or when we say that race is a "social
construction"? If race is an invention, can we eliminate it? This
book, now in its second edition, employs an activity-oriented
approach to address these questions and engage readers in
unraveling-and rethinking-the contradictory messages we so often
hear about race. The authors systematically cover the myth of race
as biology and the reality of race as a cultural invention, drawing
on biocultural and cross-cultural perspectives. They then extend
the discussion to hot-button issues that arise in tandem with the
concept of race, such as educational inequalities; slurs and
racialized labels; and interracial relationships. In so doing, they
shed light on the intricate, dynamic interplay among race, culture,
and biology. For an online supplement to How Real Is Race? Second
Edition, click here.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|