Pub Date : 2006-11-01DOI: 10.1111/J.1467-9620.2006.00784.X
Kathy Escamilla
{"title":"Semilingualism Applied to the Literacy Behaviors of Spanish-Speaking Emerging Bilinguals: Bi-Illiteracy or Emerging Biliteracy?.","authors":"Kathy Escamilla","doi":"10.1111/J.1467-9620.2006.00784.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00784.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"2329-2353"},"PeriodicalIF":1.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00784.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00776.X
M. Tappan
This article presents a reinterpretation of ‘‘internalized oppression’’ and ‘‘internalized domination,’’ not as internal, psychological qualities or characteristics, but rather as sociocultural phenomena—that is, as forms of ‘‘mediated action.’’ Mediated action entails two central elements: (1) an agent, the person who is doing the acting, and (2) cultural tools (or ‘‘mediational means’’), the tools, means, or instruments appropriated from the culture and used by the agent to accomplish a given action. Such a reframing leads to a new conception of appropriated oppression and appropriated domination/ privilege, both of which have significant implications for the practice of critical pedagogy in general, and what has come to be called antioppressive education in particular.
{"title":"Reframing Internalized Oppression and Internalized Domination: From the Psychological to the Sociocultural.","authors":"M. Tappan","doi":"10.1111/J.1467-9620.2006.00776.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00776.X","url":null,"abstract":"This article presents a reinterpretation of ‘‘internalized oppression’’ and ‘‘internalized domination,’’ not as internal, psychological qualities or characteristics, but rather as sociocultural phenomena—that is, as forms of ‘‘mediated action.’’ Mediated action entails two central elements: (1) an agent, the person who is doing the acting, and (2) cultural tools (or ‘‘mediational means’’), the tools, means, or instruments appropriated from the culture and used by the agent to accomplish a given action. Such a reframing leads to a new conception of appropriated oppression and appropriated domination/ privilege, both of which have significant implications for the practice of critical pedagogy in general, and what has come to be called antioppressive education in particular.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"2115-2144"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00776.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00773.X
M. Flores
{"title":"Being a Novice Teacher in Two Different Settings: Struggles, Continuities, and Discontinuities.","authors":"M. Flores","doi":"10.1111/J.1467-9620.2006.00773.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00773.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"2021-2052"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00773.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00772.X
B. Endres
{"title":"Education for Economic Life: The Role of Communicative Action.","authors":"B. Endres","doi":"10.1111/J.1467-9620.2006.00772.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00772.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"2001-2020"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00772.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00777.X
Catherine S. Ashcraft
Teens encounter a barrage of messages about sexuality in popular culture--messages that shape their identities and schooling experiences in profound ways. Meanwhile teen sexuality pregnancy and sexually transmitted diseases (STDs) increasingly arouse public panic. To date however schools do little to help teens make sense of their sexualities. In this article I argue that schooling will grow increasingly irrelevant and ineffective if educators fail to address teen sexuality and popular culture. My argument is twofold. First I suggest that sex education in particular must attend to popular culture. Second I contend that we can no longer confine efforts to address teen sexuality and popular culture to sex education; rather we must extend such efforts across a wide range of classroom and schooling contexts. Doing so is important for accomplishing three educational goals: (1) to make a wide range of curriculum (e.g. literacy social studies sex education) more relevant and culturally responsive to diverse youth; (2) to develop critical multicultural curriculum that interrogates social inequities and (3) to indirectly create conditions that would reduce teen pregnancy sexually transmitted diseases and HIV/AIDS. To make this argument I draw from my 9-month ethnographic study of ESPERANZA a progressive peer-driven sex education program. In contrast I then analyze how two popular films deal with issues of sexuality in different ways. I conclude with a discussion of how the insights from these popular texts might inform research and practice in critical multicultural curriculum and in educational efforts to help youth address sexuality. (authors)
{"title":"Girl you better go get you a condom: popular culture and teen sexuality as resources for critical multicultural curriculum.","authors":"Catherine S. Ashcraft","doi":"10.1111/J.1467-9620.2006.00777.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00777.X","url":null,"abstract":"Teens encounter a barrage of messages about sexuality in popular culture--messages that shape their identities and schooling experiences in profound ways. Meanwhile teen sexuality pregnancy and sexually transmitted diseases (STDs) increasingly arouse public panic. To date however schools do little to help teens make sense of their sexualities. In this article I argue that schooling will grow increasingly irrelevant and ineffective if educators fail to address teen sexuality and popular culture. My argument is twofold. First I suggest that sex education in particular must attend to popular culture. Second I contend that we can no longer confine efforts to address teen sexuality and popular culture to sex education; rather we must extend such efforts across a wide range of classroom and schooling contexts. Doing so is important for accomplishing three educational goals: (1) to make a wide range of curriculum (e.g. literacy social studies sex education) more relevant and culturally responsive to diverse youth; (2) to develop critical multicultural curriculum that interrogates social inequities and (3) to indirectly create conditions that would reduce teen pregnancy sexually transmitted diseases and HIV/AIDS. To make this argument I draw from my 9-month ethnographic study of ESPERANZA a progressive peer-driven sex education program. In contrast I then analyze how two popular films deal with issues of sexuality in different ways. I conclude with a discussion of how the insights from these popular texts might inform research and practice in critical multicultural curriculum and in educational efforts to help youth address sexuality. (authors)","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"2145-2186"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00777.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00775.X
R. Bain
{"title":"Rounding Up Unusual Suspects: Facing the Authority Hidden in the History Classroom.","authors":"R. Bain","doi":"10.1111/J.1467-9620.2006.00775.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00775.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"2080-2114"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00775.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00770.X
Mitra K. Shavarini
{"title":"Admitted to College, Restricted from Work: A Conflict for Young Iranian Women.","authors":"Mitra K. Shavarini","doi":"10.1111/J.1467-9620.2006.00770.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00770.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"67 1","pages":"1960-1982"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00770.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00769.X
W. Jeynes
{"title":"Standardized Tests and Froebel's Original Kindergarten Model.","authors":"W. Jeynes","doi":"10.1111/J.1467-9620.2006.00769.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00769.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"1937-1959"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00769.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00771.X
R. Diangelo
This study uses a poststructural analysis to explicate the social production of Whiteness in a college classroom. Whiteness scholars define Whiteness as reference to a set of locations that are historically, socially, politically, and culturally produced, and intrinsically linked to relations of domination. Using this framework of social production, I analyze a graduate-level college classroom for evidence of Whiteness. More than 50% of the class members were Asian international students. I suggest that Whiteness was operating on multiple levels, which I categorize as: Whiteness as Domination; Resources and the Production of the Other; and the Discourse of Cultural Preference. I argue that Whiteness not only served to deny Asian international students and other students of color an equal opportunity to learn in that classroom, but most pointedly, Whiteness also served to elevate the White students by positioning the students of color as their audience.
{"title":"The Production of Whiteness in Education: Asian International Students in a College Classroom.","authors":"R. Diangelo","doi":"10.1111/J.1467-9620.2006.00771.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00771.X","url":null,"abstract":"This study uses a poststructural analysis to explicate the social production of Whiteness in a college classroom. Whiteness scholars define Whiteness as reference to a set of locations that are historically, socially, politically, and culturally produced, and intrinsically linked to relations of domination. Using this framework of social production, I analyze a graduate-level college classroom for evidence of Whiteness. More than 50% of the class members were Asian international students. I suggest that Whiteness was operating on multiple levels, which I categorize as: Whiteness as Domination; Resources and the Production of the Other; and the Discourse of Cultural Preference. I argue that Whiteness not only served to deny Asian international students and other students of color an equal opportunity to learn in that classroom, but most pointedly, Whiteness also served to elevate the White students by positioning the students of color as their audience.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"1983-2000"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00771.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：