Culturally Contested Pedagogy: Battles of Literacy and Schooling between Mainstream Teachers and Asian Immigrant Parents (SUNY SERIES, POWER, SOCIAL IDENTITY, AND EDUCATION)
ISBN-13:
9780791465943
ISBN-10:
0791465942
Author:
Guofang Li
Publication date:
2005
Publisher:
State University of New York Press
Format:
Paperback
284 pages
Category:
Social Sciences
,
Student Life
,
Schools & Teaching
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Book details
ISBN-13:
9780791465943
ISBN-10:
0791465942
Author:
Guofang Li
Publication date:
2005
Publisher:
State University of New York Press
Format:
Paperback
284 pages
Category:
Social Sciences
,
Student Life
,
Schools & Teaching
Summary
Culturally Contested Pedagogy: Battles of Literacy and Schooling between Mainstream Teachers and Asian Immigrant Parents (SUNY SERIES, POWER, SOCIAL IDENTITY, AND EDUCATION) (ISBN-13: 9780791465943 and ISBN-10: 0791465942), written by authors
Guofang Li, was published by State University of New York Press in 2005.
With an overall rating of 4.3 stars, it's a notable title among other
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Description
Advocates for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices.
The voices of teachers, parents, and students create a compelling ethnographic study that examines the debate between traditional and progressive pedagogies in literacy education and the mismatch of cross-cultural discourses between mainstream schools and Asian families. This book focuses on a Vancouver suburb where the Chinese population has surpassed the white community numerically and socioeconomically, but not politically, and where the author uncovers disturbing cultural conflicts, educational dissensions, and “silent” power struggles between school and home. What Guofang Li reveals illustrates the challenges of teaching and learning in an increasingly complex educational landscape in which literacy, culture, race, and social class intertwine. Advocating for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices, Li offers a new theoretical framework and critical recommendations for teachers, schools, and parents.
The voices of teachers, parents, and students create a compelling ethnographic study that examines the debate between traditional and progressive pedagogies in literacy education and the mismatch of cross-cultural discourses between mainstream schools and Asian families. This book focuses on a Vancouver suburb where the Chinese population has surpassed the white community numerically and socioeconomically, but not politically, and where the author uncovers disturbing cultural conflicts, educational dissensions, and “silent” power struggles between school and home. What Guofang Li reveals illustrates the challenges of teaching and learning in an increasingly complex educational landscape in which literacy, culture, race, and social class intertwine. Advocating for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices, Li offers a new theoretical framework and critical recommendations for teachers, schools, and parents.
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