Language and cultural practices in communities and schools : bridging learning for students from non-dominant groups / edited by Inmaculada M. García-Sánchez and Marjorie Faulstich Orellana.

Format:

Book

Contributor:

García-Sánchez, Inmaculada Ma. (Inmaculada María), editor.

Orellana, Marjorie Faulstich, editor.

Taylor & Francis eBooks.

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Linguistic minorities--Education.

Linguistic minorities.

Minorities--Education.

Minorities.

Education, Bilingual.

Culturally relevant pedagogy.

Physical Description:

1 online resource (xvi, 265 pages)

Place of Publication:

New York, NY : Routledge, 2019.

System Details:

text file

Biography/History:

Inmaculada M. García-Sǹchez is Associate Professor of Anthropology at Temple University, USA.. Marjorie Faulstich Orellana is Professor of Urban Schooling in the Graduate School of Education and Information Studies at University of California, Los Angeles, USA.

Contents:

Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of Illustrations; Acknowledgements; Author Biographies; Introduction: Everyday Learning: Centering in Schools the Language and Cultural Practices of Young People from Non-Dominant Groups; AFew Words about Terminology; Why This Book Now?; Big Take-Aways from This Volume; ANote to Our Readers; For Educational Researchers; For Practitioners; References; 1. Learning by Observing and Pitching In: Implications for the Classroom; Community Organization of Learning in LOPI; Means of Learning in LOPI

Social Organization of Endeavors in LOPICommunication and Coordination in LOPI; Autonomy in LOPI; Motivation in LOPI; Ideas for LOPI in Schools; References; 2. Seeing Together: The Ecological Knowledge of Indigenous Families in Chicago Urban Forest Walks; Researching Nature-Culture Relations; ANote about Data Collection Procedures; Walking, Reading, and Storying Land; Micro-practices that Support Walking, Reading, and Storying the Land; The Meadows Family; The Family's Third Walk: Revisiting the "Humongous Tree that Fell out of the Ground"

Studies of Walking, Reading, and Storying and Possibilities for SchoolsAcknowledgments; Funding; References; 3. Building on Students' Cultural Practices in STEM; Why this Work Matters; How we Conducted the Ethnographies; What we Learned from the Ethnographies; Becoming Learners in the Game of Dominoes; Development of Meaningful Relationships; Centering Engagement and Interest; Supporting Students' Identity Development; Becoming Scientists and Engineers at North Pineville Middle School; Fostering Meaningful Relationships; Centering Student Engagement and Interest

Supporting Identity DevelopmentReferences; 4. "They Think Detroit Is Just Litter": Youth Challenging Environmental Injustice Through Participatory Research and Civic Engagement; Introduction to Toxic Tour: Environmental Justice and Civic Engagement; "Maybe we Can All Come Together": Hope Is Needed for Change; Cutting across Learning Spaces: Civic Engagement in Communities and Schools; References; 5. Leveling the Politicized Experiences of Children from Mixed Status Families: Connections to Civic Education in Elementary Schools; Expanding what Counts as Civic Education

What we Mean by Civic EducationHow we Learned from Students and Educators; Reflections on Pedagogical Practices; References; 6. Linking Church and School: Language and Literacy Practices of Bilingual Latinx Pentecostal Youth; Entering the Community; Introduction; Ways of Seeing Language, Literacy, and Culture; Scholarship on Church Literacy; Linkages to Schools and Classrooms; Conclusion; References; 7. Figurative Language in Religious Community Contexts: Opportunities to Leverage and Expand Bilingual Youth's Linguistic Repertoires; Background; Site Description; Everyday Learning at UCC

Notes:

Includes bibliographical references and index.

Electronic reproduction. London Available via World Wide Web.

Description based on online resource; title from digital title page (viewed on September 27, 2019).

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

Other Format:

Print version: Language and cultural practices in communities and schools

ISBN:

9780429486708

0429486707

9780429943768

0429943768

9780429943775

0429943776

Publisher Number:

99982022301

Access Restriction:

Restricted for use by site license.