This volume explores cross-cultural encounters with schooling among Chinese immigrant mothers in Canada. Using a narrative inquiry approach, the author sets out to spotlight the challenges facing immigrant parents and students as they begin to integrate into Western society and culture, specifically focusing on aspects of their experience including the intergenerational relationship between students and parents, home-school relations, and interactions with other Chinese immigrant parents. Chapters address intercultural differences as a reference point for understanding immigrant parents' views on schooling, moral education, and parenting practices.
This book introduces the concept of reciprocal educational learning among cultures with very different historical and philosophical origins. The concept of reciprocal learning grows out of a four year study of immigrant Chinese family narrative experiences in a Western context. This book captures the lived moments of such transitional lives both in and out of school settings to demonstrate why a child would appear and disappear from different caregivers’ purview. Through the narrative lens of student and family life, the study illustrates the intersection of Confucian and Western philosophies of education and how their interaction creates complications as well as benefits for both traditions, hence, the idea of reciprocal learning.
The SAGE Handbook of Curriculum and Instruction is the first book in 15 years to comprehensively cover the field of curriculum and instruction. Editors F. Michael Connelly, Ming Fang He, and JoAnn Phillion, along with contributors from around the world, synthesize the diverse, real-world matters that define the field. This long-awaited Handbook aims to advance the study of curriculum and instruction by re-establishing continuity within the field while acknowledging its practical, contextual, and theoretical diversity. Key Features"Offers a practical vision of the field" Defines three divisions school curriculum subject matter, curriculum and instruction topics and preoccupations, and general curriculum theory. "Presents the breadth and diversity of the field" A focus on the diversity of problems, practices, and solutions, as well as continuity over time, illustrates modern curriculum and instruction while understanding historical origins."Gives an evolutionary rather than a revolutionary focus" Offers a new way of interpreting the history of curriculum studies, which connects past, present, and future, leading to more productive links between practice, policy, and politics. Intended Audience This Handbook contributes to stronger ties between school practice, public debate, policy making, and university scholarship, making it a valuable resource for professors, graduate students, and practitioners in the field of education. It is an excellent choice for graduate courses in Curriculum and Instruction, Curriculum Theory and Development, Curriculum Studies, Teacher Education, and Educational Administration and Leadership. List of Contributors Mel AinscowKathryn Anderson-Levitt Rodino Anderson Michael Apple Kathryn Au William Ayers Rishi Bagrodia Cherry McGee Banks Nina Bascia Gert Biesta Donald Blumenfeld-Jones Patty Bode Robert E. Boostrom Keffrelyn D. Brown Elaine Chan Marilyn Cochran-Smith Carola Conle F. Michael Connelly Geraldine Anne-Marie Connelly Alison Cook-Sather Cheryl J. Craig Larry Cuban Jim Cummins Kelly Demers Zongyi Deng Donna Deyhle Elliot Eisner Freema Elbaz Robin Enns Frederick Erickson Manuel Espinoza Joe Farrell Michelle Fine Chris Forlin Jeffrey Frank Barry Franklin Michael Fullan Jim Garrison Ash Hartwell Ming Fang He Geneva Gay David T. Hansen Margaret Haughey John Hawkins David Hopkins Stefan Hopmann Kenneth Howe Philip Jackson Carla Johnson Susan Jurow Eugenie Kang Stephen Kerr Craig Kridel Gloria Ladson-Billings John Chi-kin Lee Stacey Lee Benjamin Levin Anne Lieberman Allan Luke Ulf Lundgren Teresa L. McCarty Gary McCulloch Barbara Means Geoffrey Milburn Janet Miller Sonia Nieto Kiera Nieuwejaar Pedro Noguera J. Wesley Null Jeannie Oakes Lynne Paine JoAnn Phillion William F. Pinar Margaret Placier Therese Quinn John Raible Bill Reese Virginia Richardson Fazel Rizvi Vicki Ross Libby Scheiern Candace Schlein William Schubert Edmund Short Jeffrey Shultz Patrick Slattery Roger Slee Linda Tuhiwai Smith Joi Spencer James Spillane Tracy Stevens David Stovall Karen Swisher Carlos Alberto Torres Ruth Trinidad Wiel Veugelers Ana Maria Villegas Sophia Villenas Leonard Waks Kevin G. Welner Ian Westbury Geoff Whitty Shi Jing Xu "
Mothers, Mothering and Motherhood across Cultural Differences, the first-ever Reader on the subject matter, examines the meaning and practice of mothering/motherhood from a multitude of maternal perspectives. The Reader includes 22 chapters on the following maternal identities: Aboriginal, Adoptive, At-Home, Birth, Black, Disabled, East-Asian, Feminist, Immigrant/Refuge, Latina/Chicana, Poor/Low Income, Migrant, Non-Residential, Older, Queer, Rural, Single, South-Asian, Stepmothers, Working, Young Mothers, and Mothers of Adult Children. Each chapter provides background and context, examines the challenges and possibilities of mothering/motherhood for each group of mothers and considers directions for future research. The first anthology to provide a comprehensive examination of mothers/mothering/ motherhood across diverse cultural locations and subject positions, the book is essential reading for maternal scholars and activists and serves as an ideal course text for a wide range of courses in Motherhood Studies.
Though interpersonal violence is widely studied, much less has been done to understand structural violence, the often-invisible patterns of inequality that reproduce social relations of exclusion and marginalization through ideologies, policies, stigmas, and discourses attendant to gender, race, class, and other markers of social identity. Structural violence normalizes experiences like poverty, ableism, sexual harassment, racism, and colonialism, and erases their social and political origins. The legal structures that provide impunity for those who exploit youth are also part of structural violence’s machinery. Working with Indigenous, queer, immigrant and homeless youth across Canada, this five-year Youth-based Participatory Action Research project used art to explore the many ways that structural violence harms youth, destroying hope, optimism, a sense of belonging and a connection to civil society. However, recognizing that youth are not merely victims, Everyday Violence in the Lives of Youth also examines the various ways youth respond to and resist this violence to preserve their dignity, well-being and inclusion in society.
People move out to move up. As in the case with other migrant groups, the mobility experienced by international students is a form of social mobility, and one that requires access from a host state. But there are multiple institutions with which students interact and that influence the processes of social mobility. Outward and Upward Mobilities investigates the connection between student and institution. This edited collection features work by key scholars in the field and considers international students across Canada regardless of legal status. Exploring how international students and their families fare in local ethnic communities, educational and professional institutions, and the labour market, this volume demonstrates the need to ask more critical questions about the short- and long-term effects of temporary legal status; how student and family experiences differ by education level and region of settlement, the barriers to and facilitators of adaptation and integration, and ultimately, to what extent individual, familial, institutional, and state goals function in harmony and in discord.
Exploring Immigrant and Sexual Minority Mental Health provides mental health practitioners with up-to-date theory, cutting-edge research, and therapeutic strategies to assist them in their work with multicultural clients. By focusing on the immigrant psyche, this volume hones in on appropriate counseling interventions and effective, culturally-specific psychotherapeutic practices by introducing the use of Diversity and Identity Formation Therapy (DIFT), a theoretical concept designed for immigrant and sexual minority identity formation. This work can be used in interdisciplinary settings and is applicable for those working in a number of mental health disciplines including counseling, social work, therapy, and more.
This book discusses the trajectories of minority students’ acculturation in terms of school and family-related characteristics that are influential for school adjustment of minority youths. The process that ethnic minority youth undergo while adjusting to the mainstream culture is known as acculturation. Acculturation outcomes in the school context can be measured in terms of students’ psychological well-being and their academic performance. For minority youth, family and school are the two main contexts of acculturation. The aim of the book is to provide multifaceted insights into the challenges that minority students, as well as their parents and teachers, encounter during the acculturation process, and to illustrate the interplay between school and family related factors of minority youths’ school adjustment. Research teams from Germany, Hungary, Israel, Russia, Switzerland, and USA report findings from empirical studies on acculturation and school adjustment of minority students in schools of their respective countries. This book was originally published as a special issue of the journal, Intercultural Education.
