LEADER 04316nam 2200829Ia 450 001 9910974738403321 005 20200520144314.0 010 $a9780791482544 010 $a0791482545 010 $a9781423747895 010 $a1423747895 035 $a(CKB)1000000000459169 035 $a(OCoLC)461442215 035 $a(CaPaEBR)ebrary10579261 035 $a(SSID)ssj0000133582 035 $a(PQKBManifestationID)11148206 035 $a(PQKBTitleCode)TC0000133582 035 $a(PQKBWorkID)10041857 035 $a(PQKB)10818216 035 $a(MiAaPQ)EBC3407838 035 $a(OCoLC)63148130 035 $a(MdBmJHUP)muse6342 035 $a(Au-PeEL)EBL3407838 035 $a(CaPaEBR)ebr10579261 035 $a(OCoLC)923409379 035 $a(DE-B1597)683329 035 $a(DE-B1597)9780791482544 035 $a(Perlego)2674246 035 $a(EXLCZ)991000000000459169 100 $a20041228d2006 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCulturally contested pedagogy $ebattles of literacy and schooling between mainstream teachers and Asian immigrant parents /$fGuofang Li ; with a foreword by Lee Gunderson 205 $a1st ed. 210 $aAlbany $cState University of New York Press$dc2006 215 $a1 online resource (282 p.) 225 1 $aSUNY series, power, social identity, and education 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780791465936 311 08$a0791465934 320 $aIncludes bibliographical references (p. 233-253) and index. 327 $aLiteracy 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. 330 $aWinner of the 2006 Edward Fry Book Award presented by the National Reading ConferenceThe voices of teachers, parents, and students create a compelling ethnographic study that examines the debate between traditional and progressive pedagogies in literacy education and the mismatch of cross-cultural discourses between mainstream schools and Asian families. This book focuses on a Vancouver suburb where the Chinese population has surpassed the white community numerically and socioeconomically, but not politically, and where the author uncovers disturbing cultural conflicts, educational dissensions, and "silent" power struggles between school and home. What Guofang Li reveals illustrates the challenges of teaching and learning in an increasingly complex educational landscape in which literacy, culture, race, and social class intertwine. Advocating for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices, Li offers a new theoretical framework and critical recommendations for teachers, schools, and parents. 410 0$aSUNY series, power, social identity, and education. 606 $aAsian Americans$xEducation 606 $aAsians$xEducation$zCanada 606 $aChildren of immigrants$xEducation$zUnited States 606 $aChildren of immigrants$xEducation$zCanada 606 $aLiteracy$xSocial aspects$zUnited States 606 $aLiteracy$xSocial aspects$zCanada 606 $aParent-teacher relationships$zUnited States 606 $aParent-teacher relationships$zCanada 615 0$aAsian Americans$xEducation. 615 0$aAsians$xEducation 615 0$aChildren of immigrants$xEducation 615 0$aChildren of immigrants$xEducation 615 0$aLiteracy$xSocial aspects 615 0$aLiteracy$xSocial aspects 615 0$aParent-teacher relationships 615 0$aParent-teacher relationships 676 $a371.829/95/073 700 $aLi$b Guofang$f1972-$01811381 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910974738403321 996 $aCulturally contested pedagogy$94363222 997 $aUNINA