04316nam 2200829Ia 450 991097473840332120200520144314.09780791482544079148254597814237478951423747895(CKB)1000000000459169(OCoLC)461442215(CaPaEBR)ebrary10579261(SSID)ssj0000133582(PQKBManifestationID)11148206(PQKBTitleCode)TC0000133582(PQKBWorkID)10041857(PQKB)10818216(MiAaPQ)EBC3407838(OCoLC)63148130(MdBmJHUP)muse6342(Au-PeEL)EBL3407838(CaPaEBR)ebr10579261(OCoLC)923409379(DE-B1597)683329(DE-B1597)9780791482544(Perlego)2674246(EXLCZ)99100000000045916920041228d2006 uy 0engurcn|||||||||txtccrCulturally contested pedagogy battles of literacy and schooling between mainstream teachers and Asian immigrant parents /Guofang Li ; with a foreword by Lee Gunderson1st ed.Albany State University of New York Pressc20061 online resource (282 p.) SUNY series, power, social identity, and educationBibliographic Level Mode of Issuance: Monograph9780791465936 0791465934 Includes bibliographical references (p. 233-253) and index.Literacy instruction and cross-cultrual discourses -- The city, the school, and the families -- Literacy and culture battles: teacher beliefs and parent perspectives -- Beginning forays in the battles: Sandy, Anthony, Kevin, and Alana -- Living through the battles: Billy, Andy, Jake, and Tina -- Understanding the battles of literacy and culture: conflicts and -- Complexities -- Learning from the battles: toward a pedagogy of culrutal reciprocity.Winner of the 2006 Edward Fry Book Award presented by the National Reading ConferenceThe 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.SUNY series, power, social identity, and education.Asian AmericansEducationAsiansEducationCanadaChildren of immigrantsEducationUnited StatesChildren of immigrantsEducationCanadaLiteracySocial aspectsUnited StatesLiteracySocial aspectsCanadaParent-teacher relationshipsUnited StatesParent-teacher relationshipsCanadaAsian AmericansEducation.AsiansEducationChildren of immigrantsEducationChildren of immigrantsEducationLiteracySocial aspectsLiteracySocial aspectsParent-teacher relationshipsParent-teacher relationships371.829/95/073Li Guofang1972-1811381MiAaPQMiAaPQMiAaPQBOOK9910974738403321Culturally contested pedagogy4363222UNINA00786nam0 2200265 450 991100509580332120250609110246.0979-12-5994-587-720250609d2021---- kmyy0itay50 baitaITy 001yy<<Il >> partenariato pubblico-privatoprofili di rischio e fattori critici di successoPietro Fera, Giorgio RicciardiRomaAracne2021144 p.22 cm344.06FeraPietro1823083RicciardiGiorgio1783261ITUNINAREICATUNIMARCBK9911005095803321DECBCGRDDAMM149A5792DECBCPartenariato pubblico-privato4389527UNINA