Based on his early experience of teaching in the Torres Strait Islands, and research into the literature of Native American, First Nations and other minority group contexts, Barry Osborne found that some teachers have succeeded with students across this range of diversity, and those successes were achieved by teachers doing similar things. This book is a celebration of those successes and provides some models of teaching for diversity and democracy to share with other teachers. Teaching, Diversity and Democracy is a multi-authored work by like-minded educational professionals, written to assist teachers working across cultures. It is intended to inform them about current pedagogy, curriculum content and assessment and to provide models for change for teachers working in multi-ethnic contexts with students from several di erent ethnic backgrounds. The work presents a comprehensive case for changing the way we teach minority groups within our current education systems, and provides a series of useful models to assist educators to work towards achieving both a culturally relevant pedagogy and a counter-hegemonic curriculum. It also looks at ways of re-conceptualizing the teaching of minorities to encourage participatory democracy.
Most kids in the developed world finish high school—but not in the United States. More than a million drop out every year, and the numbers are rising. Dropping Out provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures?
Education by Stephen Lamb,Eifred Markussen,Richard Teese,Nina Sandberg,John Polesel
International Comparative Studies in Theory and Policy
Author: Stephen Lamb,Eifred Markussen,Richard Teese,Nina Sandberg,John Polesel
Publisher: Springer Science & Business Media
School dropout remains a persistent and critical issue in many school systems, so much so that it is sometimes referred to as a crisis. Populations across the globe have come to depend on success at school for establishing careers and gaining access to post-school qualifications. Yet large numbers of young people are excluded from the advantages that successful completion of school brings and as a result are subjected to consequences such as higher likelihood of unemployment, lower earnings, greater dependence on welfare and poorer physical health and well-being. Over recent decades, most western nations have stepped up their efforts to reduce drop out and raise school completion rates while maintaining high standards. How school systems have approached this, and how successful they are, varies. This book compares the various approaches by evaluating their impact on rates of dropout and completion. Case studies of national systems are used to highlight the different approaches including institutional arrangements and the various alternative secondary school programs and their outcomes. The evaluation is based on several key questions: What are the main approaches? How do they work? For whom do they work? And, how successful are they in promoting high rates of completion and equivalent outcomes for all? This book examines the nature of the dropout problem in advanced industrialized countries with the goal of developing a broader, international understanding that can feed into public policy to help improve completion rates worldwide.
This multidisciplinary overview introduces readers to the historical, sociological, anthropological, and political foundations of urban public secondary schooling and to possibilities for reform. Focused on critical and problematic elements, the text provides a comprehensive description and analyses of urban public high schooling through different yet intertwined disciplinary lenses. Students and researchers seeking to inform their work with urban high schools from social, cultural, and political perspectives will find the theoretical frameworks and practical applications useful in their own studies of, or initiatives related to, urban public high schools. Each chapter includes concept boxes with synopses of key ideas, summations, and discussion questions.
Mexican Immigration in Interdisciplinary Perspectives
Author: Marcelo M. Suárez-Orozco,David Rockefeller Center for Latin American Studies
Publisher: David Rockefeller Center for Latin American Studies
Category: Social Science
Arguably few other social phenomena are likely to impact the future character of American society as much as the ongoing wave of "new immigration." Who are the new immigrants? What do they want? How are they changing American society? This cross-disciplinary book brings together twelve essays by the leading scholars of the most significant aspect of the new immigration: Mexican immigration to the United States.
Psychology by George A. De Vos,Marcelo M. Suárez-Orozco
"I found this book exciting, inspiring, and challenging. Some readers will disagree with its breadth and depth, but other readers will keenly seek out and embrace this volume. The book is bound to force further debate. . . .It is an excellent exemplar of the challenges and rewards of the multidisciplinary and internationally multicultural enterprise. I wish I felt optimistic that it might become required reading for all social scientists." --Stephen Small, University of Massachusetts, Amherst "This synthesizing work on status and equality, utilizing a psychocultural approach is one of the most powerful analyses of relationships among the self, ethnicity, gender, status mobility, migration, and status inequality to have been produced by anyone to date. Many years of work on these matters among the Japanese abroad and in America by George DeVos and the recent work by Suarez-Orozco on Central American refugees in American Schools are well reflected in this analysis." --George Spindler, Stanford University The culmination of more than forty years of study, Status Inequality provides a theoretical integration of themes by George De Vos, long an influence in the field of psychological anthropology. With coauthor Marcelo Suarez-Orozco, De Vos explores anthropological, sociological, and psychoanalytical insights into human behavior. Their unified theory synthesizes social structure and personality structure, concepts heretofore seen as diametrically opposed. The authors point to the symbolic nature of groups, the experience of ethnicity and of inequality, and the impact of internal and external variables on the sense of self. Separating the effects of status inequality from other social and psychological determinants of behavior, this intriguing and compelling work discusses the developmental experience of the self. Certain to be a welcome resource for scholars and students alike in psychology, anthropology, status inequality, and cross-cultural research.
An Institutional and Social History of School Failure
Author: Sherman Dorn
Publisher: Praeger Publishers
Dorn (special education, Vanderbilt U.) argues that the high school dropout rate in the US is a socially defined problem, and that it is being viewed from a narrow and unhelpful perspective. The problem was invented when more students began attending secondary school, he says, and officials assumed
Minorities in Academe-- the Native American Experience
Author: William G. Tierney
Publisher: Praeger Pub Text
The impetus for this book derives from the unusually high percentage of minority students generally, and Native American students specifically, who do not complete a collegiate degree. Of all ethnic groups in the U.S., Indian students experience the most difficulty in obtaining a degree. A host of strategies and policies have been implemented by well-meaning administrators to decrease attrition, yet these ideas have often failed to make any significant difference in whether Indian students graduate. This volume is the result of a two-year study of Native American undergraduate students. It offers suggestions based on longitudinal data for empowering Native American and minority students at the organizational, curricular and classroom levels. By employing a critical framework, the book extends our thinking about minorities in academia, and provides insight into the pitfalls that occur with liberal solutions for retention and recruitment strategies.
Education by Paul Anisef,Laura Climenko Johnson,Gary Owen Bunch,Ontario. Ministry of Education and Training