Community Identity And Schools
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Schools As Imagined Communities
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Author : S. Dorn
language : en
Publisher: Springer
Release Date : 2006-02-06
Schools As Imagined Communities written by S. Dorn and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-02-06 with Education categories.
Government forces mean the notion of a 'community' school has become less defined by decisions on core curriculum. This collection explores the extent to which collective notions of school-community relations have prevented citizens from speaking openly about the tensions created where schools are imagined as communities.
About Gender Identity Justice In Schools And Communities
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Author : sj Miller
language : en
Publisher: Teachers College Press
Release Date : 2019
About Gender Identity Justice In Schools And Communities written by sj Miller and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Education categories.
This premiere book in the new Teachers College Press series School : Questions carefully walks readers through both theory and practice to equip them with the skills needed to bring gender identity justice into classrooms, schools, and ultimately society. The text looks into the root causes and ways to change the conditions that have created gender identity injustice. It opens up spaces where evolving, indeterminate gender identities will be understood and recognized as asset-based, rich sources for learning literacy and literacy learning. As educators take up the strategies mapped out across this text, they will learn how to foster school environments that aid all students in becoming agents for social change. This text is the first of its kind to address gender identity in teacher education with pathways to take up the work in communities and beyond. “...an illuminating guide for educators and administrators on creating a safe and welcoming space for gender-nonconforming students in schools. Miller’s guidance is comprehensive, nonjudgmental, and accessible to all readers. The balanced mix of pedagogical theory and practical advice should prove instrumental to educators seeking to make their classrooms more inclusive.” —Publishers Weekly “This work stands as an invitation to learn together and work for more socially just schools.” —From the Foreword by Cris T. Mayo, West Virginia University “This is a book for teachers to learn not just the ins and outs about gender identity, but also why gender identity matters in the fight for justice.” —Bettina Love, University of Georgia “Provides key tools and analysis for a wide range of school-based personnel to create flourishing environments for all students.” —Erica R. Meiners, Northeastern Illinois University
Preserving Cultural Identity Through Education
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Author : Xing Zhang
language : en
Publisher: Institute of Southeast Asian Studies
Release Date : 2010
Preserving Cultural Identity Through Education written by Xing Zhang and has been published by Institute of Southeast Asian Studies this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Education categories.
Immigrants from China started settling in Calcutta, the British capital of colonial India, from the late eighteenth century. Initially, the immigrant community comprised of male workers, many of whom sojourned between China and India. Only in the early twentieth century was there a large influx of women and children from China. To address the educational needs of the children - both immigrant and locally-born - several Chinese-medium primary and middle schools were established in Calcutta by the community in the 1920s and 1930s. Using many hitherto unexplored textual sources and interviews in India, China, and Canada, this detailed and unprecedented study examines the history and significance of these Chinese-medium schools. It focuses on the role they played in preserving Chinese cultural identity not only through the use of educational curricula and textbooks imported from China, but also with the emphasis on the need to return to the ancestral homeland for higher education. This study also breaks new ground by examining the impact of political and other factionalism within the community as well as the India-China conflict of 1962 that resulted in the closure of most of the Chinese-medium schools in Calcutta by the 1980s.
Community Identity As Related To School District Organization
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Author : Richard L. Marquard
language : en
Publisher:
Release Date : 1961
Community Identity As Related To School District Organization written by Richard L. Marquard and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1961 with School management and organization categories.
The Influence Of School Communities On Student Identity
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Author : Craig Truett Vivian
language : en
Publisher:
Release Date : 2000
The Influence Of School Communities On Student Identity written by Craig Truett Vivian and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with categories.
Community And Identity In Rural Stand Alone Schools Teachers And Principals Perspectives
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Author : Colm Ó Cadhain
language : en
Publisher:
Release Date : 2021
Community And Identity In Rural Stand Alone Schools Teachers And Principals Perspectives written by Colm Ó Cadhain and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with categories.
In the past two decades Ireland has become increasingly diverse in a myriad of ways; religious, cultural and ethnic change have become significant features of Irish society (Darmody, Smyth & McCoy, 2012; CSO, 2016). Parekh (2005) notes the problems posed by multicultural societies are without parallel in history. Schools are right at the coalface, where changes in communities and shifting identities are experienced as part of the day-to-day practice. This thesis sets outs to explore how teachers and principals in rural stand-alone schools experience the shifting and increasing plurality of identities within their communities. Stand-alone schools were identified by the Report on the Forum for Patronage and Pluralism (Coolahan, Hussey and Kilfeather, 2012) as schools where choice was considered neither an option nor desirable and which it identified as having potentially unique challenges. Given the largely denominational composition of the primary school sector it is inevitable that diverse religious and belief identities, in particular, should come to the fore in public discourse. Irwin (2009) has identified how non-recognition or misrecognition may be experienced by children with diverse religious identities. However, questions of gender, sexual and cultural identity also increasingly emerge as issues with which primary schools grapple and where questions of recognition may emerge as challenging. In exploring questions of identity and recognition, the study views identity as a complex process of construction, deconstruction and reconstruction in which individuals may move between different identities, or draw on different components of their identity (religious, ethnic, cultural, gender), depending on context and role. In particular, the thesis draws on concepts of boundary, periphery and community as significant to the processes of identification being explored (Jenkins, 2014; Barth, 2000; Cohen, 1982). Taking a phenomenological approach that focused on the lived experience of participants and the ways in which they constructed meaning from this experience, the study explored how 10 participants (5 teachers and 5 principals) in rural stand-alone schools in Galway, Roscommon and Mayo negotiated the plurality of identities that form part of their school community.
Experiences Of Third Culture Kids In International Schools
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Author : Jacquelyn Erin Mukri
language : en
Publisher:
Release Date : 2023
Experiences Of Third Culture Kids In International Schools written by Jacquelyn Erin Mukri and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with School management and organization categories.
Despite the growing number of international schools around the globe, little is done to support the highly mobile Third Culture Kid (TCK) populations in these schools. While experiencing exciting lives, TCKs have difficulty developing their individual identities and sense of belonging in communities. Problems surrounding identity and belonging can lead to depression, restlessness, and an inability to make decisions in TCKs ( Lijadi and Van Schalkwyk, 2017; Nette, 2017; Polluck and Van Reken, 2017). TCKs are often withdrawn in international schools because they are dealing with loss every time they move (Fail and others 2004). While previous research has studied adult TCKs, these issues surrounding identity occur in the elementary years. TCKs, currently are mostly the minority in international schools due to increased interest in Western Education in host countries. This sometimes leads to the further isolation of TCKs in schools. This current trend is reflected in the Taiwan international school where I conducted my research. In this qualitative study, I used interviews with and observations of international educators who had the ability to provide observations of their TCK students. I explored how TCKs develop their sense of identity and belonging in international classrooms as well as observable traits of TCKs in the international school community. A thematic analysis generated six themes: Multiple Influences Create Confusion Concerning Personal Identity; Family Identity Outweighs Individual Identity; Family Adaptability Affects Student Adaptability; Mature and Adaptable; Outgoing Yet Comfortable Being Independent. TCKs are unaware of how much their multiple moves have on their sense of home and identity. As a result of the different cultural influences, they are unsure of where "home" is. This issue is further exacerbated by different parent nationalities, minority races, and gender. Identity for elementary TCKs is usually represented superficially by sports teams, colleges, and food. However, participants believed this was because of family preferences rather than ones from individual students. Participants also explored the fact that a TCKs comfortability in the classroom is directly related to the family's ability to adapt to their new community. Some families have more supports than others due to the parent's jobs, while some are left to navigate their new community on their own. Participants believe that TCKs are comfortable navigating new situations and have a better developed global perspective than their monoculture peers. This causes TCKs to often be more mature than their peers and leads them to seek out validation and acceptance from adults. Participants also observed that TCKs are outgoing and can work with any of their peers. While they are personable, they tend to stay removed from their peers and often prefer individual activities. Participants perceive this to be a result of having to leave friends behind in the past or taking their time to figure out a new school culture.
Language Culture And Identity In Two Chinese Community Schools
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Author : Sara Ganassin
language : en
Publisher: Multilingual Matters
Release Date : 2020-04-06
Language Culture And Identity In Two Chinese Community Schools written by Sara Ganassin and has been published by Multilingual Matters this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-04-06 with Language Arts & Disciplines categories.
This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of ‘language’, ‘culture’ and ‘identity’, the book adopts a ‘bricolage’ approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity – such as the image of Chinese pupils as conformist and deferent learners – that are often repeated both in the media and in academic discussion.
Common Schools Uncommon Identities
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Author : Walter Feinberg
language : en
Publisher: Yale University Press
Release Date : 1998-01-01
Common Schools Uncommon Identities written by Walter Feinberg and has been published by Yale University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998-01-01 with Education categories.
In the USA, minorities such as blacks, Latinos and gays demand a school curriculum that recognizes their identity. Others insist education should instil a common American identity. The author indicates the underlying issues and shows how schools can promote both national and cultural identities.
Supplementary Schools And Ethnic Minority Communities
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Author : Amanda Simon
language : en
Publisher: Springer
Release Date : 2018-05-26
Supplementary Schools And Ethnic Minority Communities written by Amanda Simon and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-05-26 with Education categories.
This book provides a unique perspective into the world of supplementary schooling, exploring both the social positioning of these schools and the ethnic minority communities they serve. The author presents a close examination of the establishment and functioning of supplementary schools which offers a fresh and novel insight into acculturation processes. Drawing on empirical data gathered from staff interviews, classroom observations and interactive recordings, this book explores the operation of supplementary schools as sites of identity construction where the community identities are preserved, defended, renegotiated and reconstructed. The various modes of construction are indicative of the acculturation experiences of ethnic minority communities and the ways in which these communities negotiate residence in one country whilst having roots in another. This book therefore offers a revealing conceptualization of supplementary schools, not merely as educational spaces, but socio-political enterprises that are situated within and respond to various historical, social and political contexts. This pioneering work will appeal to students and scholars in the fields of education, migration and identity.