TEACHERS TALK: A CASE STUDY OF THE EXPERIENCE OF WORKING ACROSS CULTURES WITH IMMIGRANT CHILDREN AND THEIR FAMILIES

One of the persistent challenges confronting our society is how to reduce inequities in educational and life chances of students from different socioeconomic, ethnic, language, and racial backgrounds. One of the most important factors in a child’s success in school is the degree to which their families are actively involved in their education. These two facts framed this research work. The current large-scale immigration occurring in the U.S.A. is an important social development because children of immigrants currently make up 20% of all youth in the U.S.A.; first and second generation immigrant children are the most rapidly growing segment of our child population. Public schools are where immigrant children and families come into consistent contact with their new culture. The context for obstacles facing immigrant families are often clustered on language and culture, with particular impact on communication. Classroom teachers’ roles and perspectives are key to understanding how communication works in cross-cultural learning environments. Using a phenomenological in-depth interviewing methodology, I interviewed five experienced teachers working in large urban public elementary schools where classrooms contained more than 50% immigrants. Elementary level was selected for three reasons: (1) K-3 teachers engage most with families; (2) family life-cycle with young children finds parents more involved with their children’s school; and (3) children under ten-years express more home-culture than school-culture. Each participant was interviewed three times for approximately 90-120 minutes. I open-coded salient themes from transcriptions that cut across my teacher-participants’ contexts: self, classroom, and community. A descriptive case study, the research was guided by two broad questions: (1) How do teachers think about culture, in their own lives and in the life of their classrooms, and how does their theoretical conceptualization of culture relate to their understanding of immigrant families? (2) What intercultural communication skills or tools do teachers have in their repertoire, and how do they use these to inform their inclusion of immigrant families? I discuss how the constitutive elements of my participants’ experience in their cross cultural work can be incorporated into the development and implementation of skills in culturally responsive teaching and in educating the whole child

Volume 26, Number 09 (September 1908)

Influence of Chopin Life of Dr. William Mason Journalistic Comment on Dr. Mason\u27s Death What is Gipsy Music? Appreciation of Dr. Mason Dr. Mason\u27s Genius as a Teacher William Mason Model Teacher Pithy Sayings by Dr. Mason Dr. Mason\u27s Personality With Dr. Mason in the Studio Music in the Old World: What the Masters of Europe are Thinking and Doing Basis of Music Memory Passing of the Square Piano Eccentric Moods and Manners of the Great Composershttps://digitalcommons.gardner-webb.edu/etude/1539/thumbnail.jp

Rhythms and rhymes of life: music and identification processes of Dutch-Moroccan youth

A study of the role of music and youth culture in the identification procces of Dutch-Moroccan youth.In haar proefschrift Rhythm and Rhymes of Life: Music and Identification Processes of Dutch-Moroccan Youth legt Miriam Gazzah uit hoe identiteitsprocessen van Nederlands-Marokkaanse jeugd en muziek met elkaar samenhangen. Muziek is voor jongeren een belangrijke uitlaatklep. Nederlands-Marokkaanse jongeren gebruiken diverse muziekgenres in verschillende sociale contexten. In islamitische kringen woedt onder geleerden en gelovigen een hevig debat over de toelaatbaarheid van muziek. Tegenstanders associëren muziek met immoreel gedrag, zoals alcoholgebruik en onwettige relaties tussen mannen en vrouwen. Gazzah laat zien hoe jongeren zich in dit debat positioneren

Babel, babble, and Babylon : reading Genesis 11:1-9 as myth

The story of the Tower of Babel (Gen 11: 1-9) has been interpreted in various ways down through the centuries. However, most commentators have ignored the genre of the text, and have not sought to interpret it within its mythological framework - therefore most interpretations are nothing short of babble. A working text is ascertained, and the complexity of the text investigated. The text is then identified as 'myth': within its mythological framework the tower is seen as a temple linking heaven and earth, ensuring the continuation of the royal dynasty (i e 'making a name'). When used by the Yahwist Levites during the Babylonian Exile, our story was inserted in the great Pre-History as polemic against the Babylonian concept of creation, temple, and dynasty; and served as both a warning and an encouragement to the Exiles. The post-exilic Priestly Writer re-interpreted our story as a warning to the returning exiles that their society, and their temple, should be reconstructed as YHWH determines. Interpreting the story as myth enables it, finally, to speak clearly into our context today, especially that of South Africa.Biblical and Ancient StudiesD. Th. (Old Testament

Landscapes of Music in Istanbul: A Cultural Politics of Place and Exclusion

Everyday articulations of music, place, urban politics, and inclusion/exclusion are powerfully present in Istanbul. This volume analyzes landscapes of music, community, and exclusion across a century and a half. An interdisciplinary group of scholars and artists presents four case studies: the rembetika, the music of the Asiks, the Zakir/Alevi tradition, and hip-hop, in Beyoglu, Üsküdar, the gentrifying Sulukule neighborhood, and across the metropolis

Rhythms and Rhymes of Life. Music and Identification Processes of Dutch-Moroccan Youth

Promotores: Prof. dr. C.H.M. Versteegh Prof. dr. A.I. Tayob (Universiteit van Kaapstad, Zuid-Afrika) Copromotor Dr. K. van NieuwkerkDissertati

Landscapes of Music in Istanbul

Everyday articulations of music, place, urban politics, and inclusion/exclusion are powerfully present in Istanbul. This volume analyzes landscapes of music, community, and exclusion across a century and a half. An interdisciplinary group of scholars and artists presents four case studies: the rembetika, the music of the Asiks, the Zakir/Alevi tradition, and hip-hop, in Beyoglu, Üsküdar, the gentrifying Sulukule neighborhood, and across the metropolis

Ill. teach. home econ. (1973)

Description based on: Vol. 17, no. 2 (Nov.-Dec. 1973); title from cover.Education index 0013-1385 -1992Current index to journals in education 0011-3565Bibliography of agriculture 0006-153

Forming gendered 'mixed race' identities in educational and familial contexts

Abstract: This thesis explores the meanings of 'race' and racism in the identity work of young, 'mixed-race' children aged between 8 and 11 years old. Using feminist ethnographic methods, it interrogates the ways in which children in three schools are negotiating discourses of 'race', nation, family and home in order to form multiply positioned flexible identifications. The children, parents and teachers interviewed all show the failings of existing theories of 'race' and ethnicity for understanding what it means to occupy multi-locational positionalities. In addition, it reveals the gap between current academic discourses and everyday use of language in contemporary contexts. Terms such as 'ethnicity' and 'culture' are not replacing 'race'; multiculturalism is often seen as issues of representation; and 'racism' in its crudest form is commonplace to the children in this study. In order to operationalise spaces for themselves in their daily cultural practices, children are using readings of popular culture and discourses of family to insert themselves into more ambiguous and flexible matrices of identity. Collective use of popular culture and narratives of self and home are deployed in creative and unique ways by the heterogenous groups of children who took part in the project. The findings show that the children of this age are becoming aware of a politics of 'race' being one of 'singularity', and are happy to subvert it. It also reveals that one of the most important factors to negotiating a politics of 'race' and culture, is 'class'. The ways in which ethnicity interacts with classed positions forms the basis for the interrogation into the production of the normative sexualised gender identifications of the children in the study