Culturally Sustaining and Revitalizing Pedagogies: Language, Culture, and Power Vol: 29

Cathy Coulter
University of Alaska, USA

Margarita Jimenez-Silva
Arizona State University, USA


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Product Details
Format:
Hardback
ISBN:
9781784412616
Published:
06 Jun 2017
Publisher:
Emerald Publishing Limited
Dimensions:
320 pages - 152 x 229mm
Series:
Advances in Research on Teaching

Categories:

Today’s schools compartmentalize children and curriculum. Standardization dictates curricular content and assessment, narrowing the focus of classrooms and schools that serve diverse populations from varied geographical backgrounds. Against the backdrop of the western-derived, institutional framework of schooling are cultural ways of knowing that are place-based, holistic, experiential, and connected to oral storytelling. In the current movement toward acknowledging and understanding cultural knowledge, teacher education programs need to work in collaboration with cultural communities, honoring traditions and epistemologies and seeking to revitalize and sustain (Paris, 2012) language and culture. Such initiatives inform the big picture of educational reform and enrich mainstream university teacher education programs. This book highlights the journeys, challenges and unfolding stories of transformation that reside within university/community/school partnerships focused on cultural and linguistic revitalization through schooling.
Introduction: Cathy Coulter & Margarita Jimenez-Silva Part 1: Power Voices from the Community: Neva Mathias, I am Maangaq Chapter 1: Cuoponcaxochitl Dianna Moreno Sandoval, Critical Ancestral Computing for the Protection of Mother Earth Chapter 2: Jameson Lopez, American Indian Access to Higher Education: Where are all the NDN’s? Chapter 3: Laura Gomez, Dual Language Programs: Language and Access Chapter 4: Margarita Jimenez-Silva & Ruth Luevanos, Culturally Sustaining Pedagogy in Action: Views From Inside a Secondary Social Studies Teacher’s Classroom Part II: Culture Voices from the Community: Lisa Unin, The Past Embraced Chapter 5: Panigkaq Agatha John-Shields, Yupiunrirngaitua/The Skirt I Refuse to Wear Chapter 6: Timothy E. Jester, Preparing Culturally Sustaining/Revitalizing Educators: Lesson from Field Experiences in Alaska Native Village Schools Chapter 7: Amy Vinlove, Teach What You Know: Cultivating Culturally Sustaining Practices in Pre-Service Alaska Native Teachers Chapter 8: Karen Roth, The Induction Seminar: Nurturing Culturally Sustaining Teaching and Learning in Rural Alaska Native Communities Chapter 9: Cikigaq-Irasema Ortega, Reflections from the Tundra: Language, Culture and Pedagogy through Community Engagement Part 3: Language Voices from the Community: Apalaq (James) Ayuluk, Cup’iuyaraq: Being a Cup’ik Chapter 10: Tracey T. Flores, Writing the Threads of Our Lives: Stories from a Bilingual Family Writing Project Chapter 11: Kathryn Ohle, Five Words: Lessons Learned in Rural Alaska Chapter 12: Pablo Ramirez, Preparing Pre-Service Secondary Teachers in Arizona: Using Culturally Sustaining Approaches to Learn from Diverse Secondary English Learners Chapter 13: Anthony J. Trifiro, Transforming Teachers’ Practice Through Professional Development: Culturally Sustaining Pedagogical Changes in Support of English Language Learners Conclusion: Cathy Coulter & Margarita Jimenez-Silva, A Hopeful Imperative
Education researchers and practitioners describe how they are using classrooms not just to accommodate diverse cultures and languages but to preserve and revitalize cultures and languages that are under threat from a dominant culture. Considering in turn power, culture, and language, they discuss such topics as critical ancestral computing for the protection of Mother Earth, voices from the community: the past embraced, teach what you know: cultivating culturally sustainable practices in pre-service Alaska native teachers, and writing from the threads of our lives: stories from a bilingual family writing project.

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