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Articles 1 - 3 of 3
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Cohesion In Spoken And Written Dialogue: An Investigation Of Cultural And Textual Constraints, Johanna Destefano, Rebecca Kantor
Cohesion In Spoken And Written Dialogue: An Investigation Of Cultural And Textual Constraints, Johanna Destefano, Rebecca Kantor
Rebecca Kantor
Interactions of language, culture, minority group membership, and literacy instruction in schools have evidently spelled success for some children but not for others. The purpose of this study was to explore an area of intersection among language use, ethnolinguistic group membership, and literacy learning materials to provide additional insight into the higher rates of literacy problems in urban black and Appalachian cultures. Specifically, it investigated how the informal discourse modes, exemplified by mother-child dialogue in a child's home environment, compared and contrasted with more formal discourse modes, exemplified by dialogue among characters in basal reader stories and in children's storybooks. …
The Impact Of White Teachers On The Academic Achievement Of Black Students: An Exploratory Qualitative Analysis, Bruce Douglas, Chance Lewis, Adrian Douglas, Malcom Scott, Dorothy Garrison-Wade
The Impact Of White Teachers On The Academic Achievement Of Black Students: An Exploratory Qualitative Analysis, Bruce Douglas, Chance Lewis, Adrian Douglas, Malcom Scott, Dorothy Garrison-Wade
Dorothy Garrison-Wade
In today's school systems, students of color, particularly in urban settings, represent the majority student populations (Lewis, Hancock, James, & Larke, in press). Interestingly, the educators--teachers and administrators--that comprise these settings are predominately White, and, in turn, the students of color commonly face pressures that students who do not share the racial and cultural background of the educators do not (Landsman & Lewis, 2006). This study on black student perceptions of their White teachers is grounded in Milner's (2006) theoretical assumptions, which focus on problems that White teachers commonly experience when teaching students of color, particularly African American students in …
Inclusive Leadership And Gender, Margaret Grogan, Shamini Dias
Inclusive Leadership And Gender, Margaret Grogan, Shamini Dias
Margaret Grogan
A review of relevant recent research indicates that girls’ issues are generally off the radar screen in local pre-K-12 schools in the United States. This is particularly problematic because gender inequities continue to be perpetuated in schools through largely unconscious cultural mores and pedagogies. Gender inequities are deeply rooted in historical, philosophical, and cultural narratives of gender so that we, educators, are ourselves articulations of gender-based narratives. Moreover, the intersectionalities between gender, race, English speaking ability, sexuality, class, religion, ability, poverty etc. greatly exacerbate this problem. Together with their teachers, principals must develop critical self-awareness as well as intentional ways …