Struggle for Identity in Today's Schools

Cultural Recognition in a Time of Increasing Diversity

Häftad, Engelska, 2009

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Beskrivning

The Struggle for Identity in Today's Schools examines cultural recognition and the struggle for identity in America's schools. In particular, the contributing authors focus on the recognition and misrecognition as antagonistic cultural forces that work to shape, and at times distort identity. What surfaces throughout the chapters are two lessons to be learned in relation to identity. The first lesson is that identities and the acts attributed to them are always forming and re-forming in relation to historically specific contexts, and these contexts are political in nature, i.e., defined by issues of diversity such as race, ethnicity, language, sexual orientation, gender, and economics. The second lesson presented by the authors is that identity forms in and across intimate and social contexts, over long periods of time. The historical timing of identity formation cannot simply be dictated by discourse. The identities posited by any particular discourse become important and a part of everyday life based on the intersection of social histories and social actors. Importantly, the social-cultural use of identities leads to another way of conceptualizing histories, personhoods, cultures, and their distributions over social and political groups.

Produktinformation

Utgivningsdatum:2009-05-16
Mått:154 x 232 x 17 mm
Vikt:352 g
Format:Häftad
Språk:Engelska
Antal sidor:232
Förlag:Bloomsbury Publishing Plc
ISBN:9781607091073

Utforska kategorier

Pedagogisk psykologi inom Psykologi och pedagogik

Mer om författaren

Patrick M. Jenlink is professor of doctoral studies in the Department of Secondary Education and Educational Leadership and Director of the Educational Research Center at Stephen F. Austin State University.Faye Hicks Townes is an associate professor of education in the Department of Teacher Education, School of Education, Health and Human Performance, College of Charleston.

Recensioner i media

This book provides for a broad and balanced base of considering diversity, culture and identity development in relationship to curriculum development with "recognition" being the pivotal concept in all of the writings. The identity and cultural diversity curriculum dimension will help scholar-practitioner leaders guide teachers and students through a broad understanding of themselves as they interact with one another. This is a very timely collection of writings.

Innehållsförteckning

Part 1 Cultural Identity—Discovering Authentic VoicePart 2 Introduction: Cultural Identity and the Struggle for RecognitionChapter 3 Affirming Diversity, Politics of Recognition, and the Cultural Work of SchoolsChapter 4 Dialoguing Toward a Racialized Identity: A Necessary First Step in a Politics of RecognitionChapter 5 Misrecognition CompoundedPart 6 Struggle for Recognition—Embracing Cultural PoliticsChapter 7 Recognition, Identity Politics, and English Language LearnersChapter 8 Identity Formation and Recognition in Asian-American StudentsChapter 9 Curriculum and RecognitionChapter 10 Extracurricular Activities and Student IdentityChapter 11 Recognition, Identity Politics, and the Special Needs StudentChapter 12 Athletes, Recognition, and the Formation of IdentityChapter 13 Administrator to Parent Recognition: Treat Me with RespectChapter 14 Recognition and Parent InvolvementChapter 15 Student Identity and Cultural CommunicationChapter 16 Value-Added Community: Recognition, Induction-Year Teacher Diversity and the Shaping of IdentityChapter 17 Coda: Recognition, Difference, and the Future of America's Schools

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