Literaturnachweis - Detailanzeige
| Sonst. Personen | Smyth, Geri (Hrsg.); Santoro, Ninetta (Hrsg.) |
|---|---|
| Institution | University of London, Institute of Education |
| Titel | Methodologies for Researching Cultural Diversity in Education: International Perspectives |
| Quelle | (2014), (134 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-85856-523-1 |
| Schlagwörter | Foreign Countries; Educational Research; Student Diversity; Cultural Pluralism; Student Attitudes; Parent Attitudes; Teacher Attitudes; Researchers; Student Needs; Photography; Student Empowerment; Cognitive Mapping; Job Shadowing; Australia; Canada; Ghana; Italy; Norway; Pakistan; United Kingdom (Scotland) |
| Abstract | In the true multilingual classroom, children use a variety of languages to learn: their home languages, the school language, foreign and second languages offered in the curriculum, minority languages, endangered languages. Transforming our monolingual classrooms into spaces where a multiplicity of languages can thrive remains a pedagogical challenge for most teachers. The teaching of literacy and the role of children's literature in the primary classroom are at the core of this book. They are addressed in the context of the multilingual classroom from several points of view. The chapters by teachers and researchers from the UK, Canada, France, New Zealand, Finland, Spain and Austria offer accounts of different classroom-based research projects, analyzed so as to understand new conceptualisations of multilingual literacies and their pedagogical impact in different teaching contexts. With its innovative research, the book offers the opportunity to explore new forms of pedagogy and presents inspiring examples that teachers can adapt to the circumstances and interests of all the children in their classrooms. Any school with children who speak languages other than the official one, and every teacher educator needs to read this book. Following an introduction, contents include: (1) Discursive shadowing as a methodological approach in a study of bilingual teachers (Joke Dewilde); (2) Power and knowledge in research with immigrant teachers: Questioning the insider/outsider dichotomy (Clea Schmidt); (3) Unsettling truths: Poststructural ethnography as a tool to trouble schooling (Kathryn Edgeworth); (4) Being a socio-professional insider researcher in Pakistan: Possibilities and challenges for educational research (Saeeda Shah); (5) Overcoming barriers in researching diversity (Geri Smyth); (6) Researcher as cartographer: Mapping the experiences of culturally diverse research participants; (7) Participatory action research in a high school drama club -- A catalyst for change among English language learners in Canada (Antoinette Gagne and Stephanie Soto Gordon); and (8) Children's agency in research -- Using photography (Giovanna Fassetta). (As Provided). |
| Anmerkungen | Trentham Books. Available from: IOE Press, Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; e-mail: ioepress@ioe.ac.uk; Web site: http://www.ioepress.co.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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