Culture+and+Diversity

Further research (from the Handbook of Multicultural Education):
 * How are teachers integrating their curricula with cultural and ethnic content?
 * What are some barriers teachers face when they integrate their curricula with cultural and ethnic content?
 * Knowledge construction – much of this has been theoretical and philosophical. More application needs to be investigated. For instance, how do students integrate different perspectives of the same historical event?
 * What kinds of racial attitudes do students have? And how do they respond to intervention studies that are designed to expand and build on their understanding of race and culture? (there’s been very little research done on this since the 1980s)
 * What types of experiences and professional development can support teachers as they develop their own cultural competence?

Some resources for culture and diversity:

[|Briding Multiple Worlds] The Bridging Multiple Worlds model focuses on how diverse youth, beginning in their middle childhood years, navigate across their worlds of families, peers, schools, and communities as they move along their pathways to college, careers, and family roles in adulthood. The concept of //worlds// refers to the cultural knowledge and expectations held in each social context and //navigation// captures youth experiences as they move across the borders of family, school, and community (Phelan, Davidson & Yu, 1991).

L EE, C AROL D. 1995. "A Culturally Based Cognitive Apprenticeship: Teaching African-American High School Students' Skills in Literary Interpretation." //Reading Research Quarterly// 30 (4):608–631. L EE, C AROL D. 1997. "Bridging Home and School Literacies: A Model of Culturally Responsive Teaching." In //A Handbook of Research on Teaching Literacy through the Communicative and Visual Arts,// ed. James Flood, Shirley Brice Heath, and Diane Lapp. New York: Macmillan. L EE, C AROL D. 2000. "Signifying in the Zone of Proximal Development." In //Vygotskian Perspectives// //on Literacy Research: Constructing Meaning through Collabative Inquiry,// ed. Carol D. Lee and Peter Smagorinsky. New York: Cambridge University Press.

 This study investigated the implications of signifying, a form of social discourse in the African-American community, as a scaffold for teaching skills in literary interpretation. This investigation is related to the larger question of the efficacy of culturally sensitive instruction. The major premise on which the hypotheses of this study are based is the proposal that African American adolescents who are skilled in signifying use certain strategies to process signifying dialogue. These strategies are comparable to those that expert readers use in order to construct inferences about figurative passages in narrative texts. In order to apply this premise, an instructional unit was designed aimed at helping students bring to a conscious level the strategies it is presumed they use tacitly in social discourse. This approach is offered as a model of cognitive apprenticing based on cultural foundations. Analyses are presented of how the cultural practice links to heuristic strategies that experts use in a specific domain, as well as how instructors modeled, coached, and scaffolded students.

=Ernest Morell= Morrell, E. (2004). __Linking Literacy and Popular Culture: Finding Connections for Lifelong Learning.__ Norwood, MA: Christopher-Gordon.  Morrell, E. (2004). __Becoming Critical Researchers: Literacy and Empowerment for Urban Youth__. New York: Peter Lang.  Burns, L., and Morrell, E. (2005). Critical Discourse Analysis in Literacy Research. __2004 Annual Yearbook of the National Reading Conference.__  Morrell, E. (2005). Toward a Critical English Education: Reflections on and Projections for the Discipline. __English Education__, 37, 4, 312-322.  Morrell, E. (2005). Urban Students as Critical Ethnographers: Critical Textual Production through Community-Based Research. In J. Kincheloe & K. Hayes (Eds.), __Students in the City__. New York: Peter Lang.  Duncan-Andrade, J. and Morrell, E. (2005). Turn Up That Radio, Teacher: Popular Cultural Pedagogy in New Century Urban Schools. __Journal of School Leadership__, 15, 284-308.  Morrell, E. (2004). Bahktinís Dialogic Pedagogy: Implications for Critical Pedagogy, Teacher Research, and Literacy Education in the United States. __Journal of Russian and Eastern European Psychology__, 42, 6, 90-95.  Collatos, A., Morrell, E., Lara, R., and Nuno, A. (2004). Critical Sociology in K-16 Early Intervention: Remaking Latino Pathways to Higher Education. __Journal of Hispanic Higher Education__, 3, 2, 164-180.  Morrell, E., & Duncan-Andrade, J. (2004) What Youth Do Learn in School: Using Hip-Hop as a Bridge to Canonical Poetry. In J. Mahiri (Ed.), __What They Don't Learn in School: Literacy in the Lives of Urban Youth__. New York: Peter Lang, 247-268.  Morrell, E., & Collatos, A. (2003). Toward a Critical Teacher Pedagogy: Utilizing Student Sociologists as Teacher Educators. __Social Justice__, 29, 4, 60-71.  Morrell, E. (2003). Legitimate Peripheral Participation as Professional Development: Lessons from a Summer Research Seminar. __Teacher Education Quarterly__ 30, 2, 89-99.  Morrell, E. (2002). Toward a Critical Pedagogy of Popular Culture: Literacy Development among Urban Youth. __Journal of Adolescent and Adult Literacy__, 46, 1, 72-77  Morrell, E., & Duncan-Andrade, J. (2002). Toward a Critical Classroom Discourse: Promoting Academic Literacy through Engaging Hip-hop Culture with Urban Youth. __English Journal__, 91, 6, 88-94. [|Morell's article on academic literacy]

= Why does Joshua Hate School? =