Susan Laird ModyCultural Identity in Kindergarten
A Study of Asian Indian Children
Acknowledgements Abstract List of Tables 1. Introduction and Methodology
Statement of the Problem Research Questions Conceptual Framework Settings
Methodology 2. Literature Review Cultural Identity in Social Worlds
Children in Social Worlds Play and Discourse Studies in Ethnicity Asian
Cultural Identity 3. Stony Brook: Stepping Stone to Success School Context:
Constraint, Memory and Diversity Classroom Culture: Private Offices and
Memory Machines Peer Interactions: Team and Familial Networking Styles Home
is a Different Story The Ascriptive-Assertive Identity Stream Convergence
of Voice in Rhetorical Practice 4. Fair Bridge: Trying to Mix School
Context: Learning to be Friendly Classroom Culture: Time for Talk and Work
Peer Interactions: Role Elaborations in Play Networks Visible Families,
Separate Neighborhoods Identities in Dialogic Streams Varieties in
Expressive Practice 5. Glimpses of Indian Familial Contexts Amalgamating,
Incorporating and Proliferating Identity Interests Local Views of Indian
Family Relationship Styles General Patterns in Talk and Play 6. Cultural
Recognitions Harmonies: Mirroring Selves Discords: Constructing Safety
Zones Boundary Work in Comic, Scary and Moral Discourse Kindergarten
Ontologies 7. Conclusions Summary Implications References A ppendices A.
Parent Consent Form B. Parent Consent Form in Spanish C. Stony Brook
Demographics D. Fair Bridge Demographics
