With the world visibly present in studentsâ lives through technology, mass and social medias, economic interdependency, and global mobility, it is more important than ever to develop curriculum that is intercultural.
With the world visibly present in studentsâ lives through technology, mass and social medias, economic interdependency, and global mobility, it is more important than ever to develop curriculum that is intercultural.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Kathy Short is a professor at the University of Arizona with a focus on global children¿s and adolescent literature, literature circles, and intercultural understanding. She has written extensively on literature and served on book award committees. She is director of Worlds of Words and past president of the National Council of Teachers of English. Deanna Day weaves her passions¿art, children¿s literature, and technology¿into the literacy courses she teaches at Washington State University. She has served on the Notable Books for Global Society and the Notable Children¿s Books for Language Arts award committees. She also reviews children¿s literature for Language Arts and The Dragon Lode. Jean Schroeder taught and coached in elementary schools in Tucson Unified School District for more than forty years. She has served on and chaired the Notable Children¿s Books in the Language Arts award committee. Jean is a founding board member and staff mentor/coach of the inquiry-based IDEA School in Tucson, Arizona.
Inhaltsangabe
Part 1: The Transformation of Curriculum Through global Literature Chapter 1: A Curriculum That Is Intercultural Chapter 2: The Social Responsibility of the Reader: Becoming Open to Intercultural Perspectives Part 2: A Personal Cultural Identities Young Children's Explorations of Their Cultural Identities Chapter 4: Connecting and Extending Children's Identities Through Inquiry Chapter 5: Explorations of Identity with Latina Mothers Chapter 6: Responses of Native American Children to International Indigenous Literature Chapter 7: From Knowing to Feeling to Action: A Collaborative Inquiry on Culture and Identity Part 3: Cross-Cultural Studies Chapter 8: Sliding Glass Doors That Open South Korea for American Children Chapter 9: Investigating Nigeria in a Cross-Cultural Inquiry Chapter 10: Encouraging Cultural Awareness Through an Exploration of Muslim Cultures Part 4: Integration of Intercultural Perspectives Chapter 11: Understanding the Past and Present Through Intercultural Perspectives on Forced Journeys Chapter 12: Creating Intentional Space Through the Close Reading of Intercultural Perspectives Part 5: Inquiries into global Issues Chapter 13: Global Children's Literature in Science: The Potential of Inquiry and Social Action Chapter 14: Children Taking Action on Global Issues Part 6: So What? Explorations of Intercultural Understanding Chapter 15: The Importance of Global Literature Experiences for Young Children Chapter 16: Developing Intercultural Understanding Through Global Children's Literature
Part 1: The Transformation of Curriculum Through global Literature Chapter 1: A Curriculum That Is Intercultural Chapter 2: The Social Responsibility of the Reader: Becoming Open to Intercultural Perspectives Part 2: A Personal Cultural Identities Young Children's Explorations of Their Cultural Identities Chapter 4: Connecting and Extending Children's Identities Through Inquiry Chapter 5: Explorations of Identity with Latina Mothers Chapter 6: Responses of Native American Children to International Indigenous Literature Chapter 7: From Knowing to Feeling to Action: A Collaborative Inquiry on Culture and Identity Part 3: Cross-Cultural Studies Chapter 8: Sliding Glass Doors That Open South Korea for American Children Chapter 9: Investigating Nigeria in a Cross-Cultural Inquiry Chapter 10: Encouraging Cultural Awareness Through an Exploration of Muslim Cultures Part 4: Integration of Intercultural Perspectives Chapter 11: Understanding the Past and Present Through Intercultural Perspectives on Forced Journeys Chapter 12: Creating Intentional Space Through the Close Reading of Intercultural Perspectives Part 5: Inquiries into global Issues Chapter 13: Global Children's Literature in Science: The Potential of Inquiry and Social Action Chapter 14: Children Taking Action on Global Issues Part 6: So What? Explorations of Intercultural Understanding Chapter 15: The Importance of Global Literature Experiences for Young Children Chapter 16: Developing Intercultural Understanding Through Global Children's Literature
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