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Other People's Children: Cultural Conflict in the Classroom
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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.read more
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School readiness amongst urban Canadian families: Risk profiles and family mediation.
TL;DR: In this paper, a latent class analysis yielded four distinct family risk profiles: low socioeconomic status (SES) multilevel risk, 12.0% of sample; maternal abuse history, 15.6%; low-SES immigrant risk, 27.7%; and low risk, 44.7%.
Birthing, Blackness, and the Body: Black Midwives and Experiential Continuities of Institutional Racism
TL;DR: The authors conducted a qualitative study of 22 contemporary black certified midwives, certified nurse-midwives and certified professional midwives to understand how a very racist and classist denigration of black midwives in the early 20 th century is still manifesting itself in their experiences and perceptions of predominantly white midwifery education programs and professional organizations.
A "Responsibility to Speak Out": Perspectives on Writing from Black African-Born Male Youth with Limited or Disrupted Formal Education.
TL;DR: This paper used life history and qualitative methodologies to offer biographical profiles that highlight perspectives on writing of eight Black African-born male youth with limited and disrupted formal education enrolled at a secondary school in northeastern United States.
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The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction: When Incommensurate Worlds Collide
Abstract: This article critiques the articles by Connor et al, Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, which appeared in the March 2009 issue of Educational Researcher, by taking a cultural-historical perspective on reading and reading instruction In this paradigm a number of those authors’ assumptions are seen as questionable, including the beliefs about reading that it is a self-evident construct, that it is a discrete act, and that it is an acultural act The author of this critique presents evidence that challenges each of these assumptions and argues that by accepting them, the authors of the critiqued articles institute an order that values the system above relational aspects of schooling and teachers’ informed decision making
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To free the spirit? : motivation and engagement of Indigenous students.
TL;DR: In this paper, the authors report on current research into the motivation, engagement and classroom pedagogies for a sample of senior primary Indigenous students, focusing on the cultural interplay of the lived experiences of these Indigenous students with schools, teachers and classrooms.