This book provides a rich and nuanced examination of children learning to read and write a second language in primary schools in Kenya, taught by teachers who themselves have often learned English as a second or third language. The author uses two case studies, of an urban and a rural school, to explore how different socioeconomic and cultural contexts can affect the enactment of language policies and their effect on literacy. This book contributes a unique perspective to studies in language and literacy education due to its distinctive exploration of young children learning to read and write in the English language in Kenya, and it will be of particular interest to students and scholars of applied linguistics, language education, bilingualism and language policy.
Anne Dyson confronts race and racism head-on with this ethnographic study of a child’s efforts to belong—to be a child among children. Follow the journey of a small Black child, Ta’Von, as he moves from a culturally inclusive preschool through the early grades in a school located in a majority white neighborhood. Readers will see Ta’Von encountering obstacles but finding agency and joy through writing and music-making, especially his love of the blues. Most attempts at desegregating schools are studied by reducing individual children to demographic statistics and test scores. This book, instead, provides a child’s perspective on challenges to classroom inclusion. Ta’Von’s journey demonstrates that it is within children’s peer worlds—formed in response to institutional policies and practices like desegregation initiatives, standardized testing, and a curricular focus on so-called “basic literacy skills”—that inequity becomes part of the experience of childhood. This book examines policies about literacy testing and teaching, including the potential power of the written word and of the arts. “Few researchers have had a career so embedded inside the lives of children in a classroom context as Anne Haas Dyson. This book should be on every literacy researcher’s shelf. It is a culmination of years of Dyson’s relentless fight against deficit framings of children and the deep inequalities that continue to persist in the world.” —Jennifer Rowsell, professor of literacies and social innovation, University of Bristol
Suitable for practitioners, researchers and students, building up pedagogic, linguistic and social theory in steps, contextualized within teaching practice, this title presents the research of the 'Sydney School' in language and literacy pedagogy. It includes the genre-based writing pedagogy, genres across the school curriculum, and more.
This book addresses major sociological issues in sub-Saharan African education today. Its fourteen contributors present a thoroughly African world-view within a sociology of education theoretical framework, allowing the reader to see where that theory is relevant to the African context and where it is not. Several of the chapters bring a much-needed cultural nuance and critical theoretical perspective to the issues at hand. The sixteen chapters thus aim to be of interest internationally, to those who work in such fields as social and political foundations of comparative and international education, and development studies, including university professors, teacher educators, researchers, school teachers, tertiary education students, consultants and policy makers.
Asian Anthropology raises important questions regarding the nature of anthropology and particularly the production and consumption of anthropological knowledge in Asia. Instead of assuming a universal standard or trajectory for the development of anthropology in Asia, the contributors to this volume begin with the appropriate premise that anthropologies in different Asian countries have developed and continue to develop according to their own internal dynamics. With chapters written by an international group of experts in the field, Asian Anthropology will be a useful teaching tool and a valuable resource for scholars working in Asian anthropology.
This book is a description of why questioning is so important, and how to ask questions in the classroom more effectively. It outlines a pedagogy of questioning for teachers--how to teach by asking questions. The book describes how to structure questions for the best cognitive effect, as well as how to overcome some behaviors by students that keep them disengaged. The book is based on over 17 years of workshops by Gerardo Ivan Hannel.
Bringing together the perspectives of ethnomusicology, Islamic studies, art history, and architecture, this edited collection investigates how sound production in built environments is central to Muslim religious and cultural expression.
Postcolonialism is a book that examines the influence of postcolonial theory in critical geographical thought and scholarship. Aimed at advanced-level students and researchers, the book is a lively, stimulating and relevant introduction to ‘postcolonial geography’ that elaborates on the critical interventions in social, cultural and political life this important subfield is poised to make. The book is structured around three intersecting parts – Spaces, 'Identity'/hybridity, Knowledge – that broadly follow the trajectory of postcolonial studies since the late 1970s. It comprises ten main chapters, each of which is situated at the intersections of postcolonialism and critical human geography. In doing so, Postcolonialism develops three key arguments. First, that postcolonialism is best conceived as an intellectually creative and practical set of methodologies or approaches for critically engaging existing manifestations of power and exclusion in everyday life and in taken-as-given spaces. Second, that postcolonialism is, at its core, concerned with the politics of representation, both in terms of how people and space are represented, but also the politics surrounding who is able to represent themselves and on what/whose terms. Third, the book argues that postcolonialism itself is an inherently geographical intellectual enterprise, despite its origins in literary theory. In developing these arguments and addressing a series of relevant and international case studies and examples throughout, Postcolonialism not only demonstrates the importance of postcolonial theory to the contemporary critical geographical imagination. It also argues that geographers have much to offer to continued theorizations and workings of postcolonial theory, politics and intellectual debates going forward. This is a book that brings critical analyses of the continued and omnipresent legacies of colonialism and imperialism to the heart of human geography, but also one that returns an avowedly critical geographical disposition to the core of interdisciplinary postcolonial studies.
This book investigates and brings into focus the formidable issues of racial culture left undeveloped in research on multiracial school populations in the United States, Britain, and Canada. Through ethnographic research, the author presents significant and provocative insight into the formation of black self-concept, and captures the complex interplay between black students' accommodation to the official achievement ideology and their resistance to the powerful structural forces operating within the school. It offers practical suggestions for working constructively with racial and ethnic subcultures as well as offering suggestions to school districts in the process of planning or implementing race and ethnic relations policies.
