Author: Ambrose CaliverPublisher:
ISBN:
Category : African Americans
Languages : en
Pages : 1464
Book Description
The Education of Native and Minority Groups
Author: Ambrose CaliverPublisher:
ISBN:
Category : African Americans
Languages : en
Pages : 1464
Book Description
The Education of Native and Minority Groups
Author: Ambrose CaliverPublisher:
ISBN:
Category : African Americans
Languages : en
Pages : 984
Book Description
The Education of Native and Minority Groups
Author: Katherine Margaret CookPublisher:
ISBN:
Category : Education
Languages : en
Pages : 580
Book Description
Opportunities for the Preparation of Teachers of Children of Native and Minority Groups
Author: Katherine Margaret CookPublisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 16
Book Description
American Indian/Alaska Native Education
Author: Jon Allan ReyhnerPublisher:
ISBN:
Category : Education
Languages : en
Pages : 46
Book Description
Examines current issues in American Indian and Alaska Native education.
The Education of the Culturally Different
Author: Jack D. ForbesPublisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 72
Book Description
The Education of Native and Minority Groups
Author: Katherine M. CookThe Color of Teaching
Author: June GordonPublisher: Routledge
ISBN: 1135699100
Category : Education
Languages : en
Pages : 144
Book Description
One of the major concerns in education at present is how to recruit and attract more teachers from ethnic minorities. In an attempt to move beyond the superficial and simplistic responses as to why these students are not entering teaching this book presents in-depth interviews with over two hundred people from four ethnic groups: African Americans, Native Americans, Asian Americans and Latinos. These interviewees, many of them teachers or education professionals, express their attitude towards teaching and their understanding of why others may not choose teaching as a career. One of the most significant and surprising findings is that, regardless of academic or socio-economic standing, students from these ethnic groups tend not to be encouraged to enter the teaching profession by their own families communities and peers. The book concludes with a discussion of programmatic changes and calls for the reconceptualization of the role of teachers. Such changes can only arise out of a fundamental change in attitude of communities of color towards teaching which must be led by teachers themselves.
Official Encouragement, Institutional Discouragement
Author: William G. TierneyPublisher: Praeger
ISBN: 0893918296
Category : Education
Languages : en
Pages : 0
Book Description
American Indian students are among the most underrepresented groups in academe, and few of those who enter college finish. This book attempts to provide greater understanding of Native American experiences in higher education through analysis based on critical theory, focusing particularly on the recruitment and retention of Native Americans by postsecondary institutions. At least two stories are told about the challenges and obstacles that Native Americans face in college. The first story, told by traditional research, considers minority retention in higher education as a "problem" that has existed throughout academe's history. Traditional research, such as that of V. Tinto, focuses on student characteristics, the fit between student and institution, and the extent of student integration into the institution's academic and social life. In contrast, this book uses comparative case studies to provide multiple perspectives and to analyze the patterns of American Indian students' experience within the conceptual framework of critical ethnography. Over 200 interviews of students and staff were conducted at 10 postsecondary institutions (including 4 tribal colleges) with sizable Indian enrollments. The voices of Indian students speak of how the world of higher education appears to them, reflecting influences of family, culture, gender, and class on student experience. The final section analyzes the "culture of power" that exists in academe, discusses rituals of student empowerment, and offers suggestions for constructing alternative forms of authority and a culturally responsive pedagogy that empowers rather than disables. Appendix comments on methodology and praxis. Contains 157 references and author and subject indexes. (SV)
Minority Education
Author: Evelyn JacobPublisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 322
Book Description
This volume brings the perspectives of educational anthropology to the consideration of the education of ethnic and linguistic minority students and to the challenges often associated with that enterprise. Built around a core of chapters originally published in the Anthropology and Education Quarterly, which presented two major anthropological perspectives on school success and failure for minority students, focuses on the cultural difference approach and the discontinuity approach. Each is represented by a theoretical chapter and two case studies. Chapters contrast anthropological and nonanthropological perspectives on minority education, outlining key concepts and methods in educational anthropology for readers who may be unfamiliar with the field. A later section offers recent modifications or additions to the two major perspectives. These chapters examine the role of parents and community in minority education, call attention to the cultural groupings that an form in response to the school context itself, focus attention on children as active decision-makers in school, and question the validity of the whole conceptualization of school success and failure. Concluding chapters on applying anthropological perspectives to policy and practice.