In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains.
In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains.
Lisa Scherff is associate professor of secondary English language arts education at the University of Alabama. A former high school English and reading teacher, Lisa's research focuses on opportunity to learn and teacher preparation, induction, and mentoring. Karen Spector is assistant professor of secondary English education and literacy at the University of Alabama. Her research and teaching involves critical literacies across disciplines.
Inhaltsangabe
Chapter 1 Foreword: The Legitimacy of Culturally Relevant Pedagogy: Resolved or Unresolved Chapter 2 Acknowledgments Chapter 3 Spatial, Embodied, and Discursive Boundaries: An Introduction Chapter 4 Opening Vignette: Making Culture Visible through Experience and Understanding Chapter 5 1. Collective Cultural Relevancy through Hybrid Communities of Practice Chapter 6 2. Seeing Relevance: Using Photography to Understand How School, Curricula, and Pedagogies Matter to Urban Youth Chapter 7 3. Expanding Notions of Culturally Responsive Education with Urban Native Youth: Culturally Relevant Pedagogy for Equity and Social Justice Chapter 8 4. Weaving Spiritualities into Culturally Responsive Pedagogies Chapter 9 5. Staying Fat: Moving Past the Exercise-Industrial Complex Chapter 10 6. Putting "Culturally Relevant" into Professional Development Chapter 11 7. Overcoming (Under)lying Assumptions: Approaching Language Education from a Freirean Perspective
Chapter 1 Foreword: The Legitimacy of Culturally Relevant Pedagogy: Resolved or Unresolved Chapter 2 Acknowledgments Chapter 3 Spatial, Embodied, and Discursive Boundaries: An Introduction Chapter 4 Opening Vignette: Making Culture Visible through Experience and Understanding Chapter 5 1. Collective Cultural Relevancy through Hybrid Communities of Practice Chapter 6 2. Seeing Relevance: Using Photography to Understand How School, Curricula, and Pedagogies Matter to Urban Youth Chapter 7 3. Expanding Notions of Culturally Responsive Education with Urban Native Youth: Culturally Relevant Pedagogy for Equity and Social Justice Chapter 8 4. Weaving Spiritualities into Culturally Responsive Pedagogies Chapter 9 5. Staying Fat: Moving Past the Exercise-Industrial Complex Chapter 10 6. Putting "Culturally Relevant" into Professional Development Chapter 11 7. Overcoming (Under)lying Assumptions: Approaching Language Education from a Freirean Perspective
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