Other People's Children: Cultural Conflict in the Classroom

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Other People's Children: Cultural Conflict in the Classroom

01 Mar 1995-

About: The article was published on 1995-03-01 and is currently open access. It has received 4610 citations till now. The article focuses on the topics: Cultural conflict & Ethnocentrism.

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Journal Article•DOI•

Economics and Identity

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George A. Akerlof¹, Rachel E. Kranton²•Institutions (2)

University of California, Berkeley¹, University of Maryland, College Park²

01 Aug 2000-Quarterly Journal of Economics

TL;DR: In this paper, the authors consider how identity, a person's sense of self, affects economic outcomes and incorporate the psychology and sociology of identity into an economic model of behavior, and construct a simple game-theoretic model showing how identity can affect individual interactions.

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Abstract: This paper considers how identity, a person's sense of self, affects economic outcomes. We incorporate the psychology and sociology of identity into an economic model of behavior. In the utility function we propose, identity is associated with different social categories and how people in these categories should behave. We then construct a simple game-theoretic model showing how identity can affect individual interactions. The paper adapts these models to gender discrimination in the workplace, the economics of poverty and social exclusion, and the household division of labor. In each case, the inclusion of identity substantively changes conclusions of previous economic analysis.

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4,825 citations

Journal Article•DOI•

From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools

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Gloria Ladson-Billings¹•Institutions (1)

University of Wisconsin-Madison¹

01 Oct 2006-Educational Researcher

TL;DR: This article argued that a focus on the achievement gap is misplaced and instead, we need to look at the education debt that has accumulated over time, which comprises historical, economic, sociopolitical, and moral components.

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Abstract: The achievement gap is one of the most talked-about issues in U.S. education. The term refers to the disparities in standardized test scores between Black and White, Latina/o and White, and recent immigrant and White students. This article argues that a focus on the gap is misplaced. Instead, we need to look at the “education debt” that has accumulated over time. This debt comprises historical, economic, sociopolitical, and moral components. The author draws an analogy with the concept of national debt—which she contrasts with that of a national budget deficit—to argue the significance of the education debt.

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2,366 citations

Journal Article•

Autoethnography: an overview

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Carolyn Ellis, Tony E. Adams, Arthur P. Bochner

01 Jun 2015-Astrolabio: Nueva Época

TL;DR: Auto-ethnography as mentioned in this paper is an approach to research and writing that seeks to describe and systematically analyze personal experience in order to understand cultural experience and treat research as a political, socially-just and socially-conscious act.

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Abstract: Autoethnography is an approach to research and writing that seeks to describe and systematically analyze personal experience in order to understand cultural experience. This approach challenges canonical ways of doing research and representing others and treats research as a political, socially-just and socially-conscious act. A researcher uses tenets of autobiography and ethnography to do and write autoethnography. Thus, as a method, autoethnography is both process and product. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101108

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2,009 citations

Book•

Enhancing Professional Practice: A Framework for Teaching

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Charlotte Danielson

01 Jan 1996

TL;DR: In 1987, Educational Testing Service (ETS) began a large-scale project to provide a framework for state and local agencies to use for making teacher licensing decisions, called The PRAXIS Series: Professional Assessments for Beginning Teachers®.

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Abstract: In 1987, Educational Testing Service (ETS) began a large-scale project to provide a framework for state and local agencies to use for making teacher licensing decisions. The resulting program is called The PRAXIS Series: Professional Assessments for Beginning Teachers®. Many states use PRAXIS I: Computer-Based Academic Skills Assessment and PRAXIS II: Subject Assessments to grant an initial teaching license. PRAXIS III: Classroom Performance Assessments is for use in assessing actual teaching skills and classroom performance.

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1,656 citations

Cites background from "Other People's Children: Cultural C..."

...…context-free individuals, independent of time, culture, and condition (Cannella, 1998), we believe that teachers must link the life histories of their students to the content taught in classrooms, so that their students can make deep, meaningful personal connections (Delpit, 1995; Kincheloe, 2005)....
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...Moreover, because we do not view students as context-free individuals, independent of time, culture, and condition (Cannella, 1998), we believe that teachers must link the life histories of their students to the content taught in classrooms, so that their students can make deep, meaningful personal connections (Delpit, 1995; Kincheloe, 2005)....
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Journal Article•DOI•

Preparing Culturally Responsive Teachers: Rethinking the Curriculum

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Ana Maria Villegas¹, Tamara Lucas¹•Institutions (1)

Montclair State University¹

01 Jan 2002-Journal of Teacher Education

TL;DR: In this article, a vision of culturally responsive teacher educators is presented, which can serve as the starting point for conversations among teacher educators in the process of teacher education to move beyond the fragmented and superficial treatment of diversity.

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Abstract: To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.

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1,527 citations

Cites background from "Other People's Children: Cultural C..."

...Teachers who respect cultural differences are more apt to believe that students from nondominant groups are capable learners, even when these children enter school with ways of thinking, talking, and behaving that differ from the dominant cultural norms (Delpit, 1995)....
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...However, they treat the necessity for such facility as serving an instrumental purpose for their students rather than reflecting the greater value of those ways (Delpit, 1995; Hollins, 1982)....
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...However, they treat the necessity for such facility as serving an instrumental purpose for their students rather than reflecting the greater value of those ways (Delpit, 1995; Hollins, 1982)....
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Other People's Children: Cultural Conflict in the Classroom

Citations

Cites background from "Other People's Children: Cultural C..."

Cites background from "Other People's Children: Cultural C..."

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