Cultural Minority Children's Learning within Culturally-Sensitive Classroom Teaching

Autor/in	Hedegaard, Mariane
Titel	Cultural Minority Children's Learning within Culturally-Sensitive Classroom Teaching
Quelle	In: Pedagogy, Culture and Society, 11 (2003) 1, S.133-152 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	National Curriculum; Social Sciences; Minority Group Children; Social Differences; Foreign Countries; Cultural Background; Immigrants; Puerto Ricans; Teacher Student Relationship; Cultural Awareness; Arabs; Self Concept; History Instruction; After School Programs; Program Descriptions; Skill Development; Socialization; Family Environment; Denmark; New York + Suchen Sie Ihr Suchwort? Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Sozialer Unterschied; Ausland; Immigrant; Immigrantin; Immigranten; Puerto Rican; Puerto-Ricaner; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural identity; Kulturelle Identität; Arab; Araber; Selbstkonzept; History lessons; Geschichtsunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Kompetenzentwicklung; Qualifikationsentwicklung; Socialisation; Sozialisation; Familienmilieu; Dänemark
Abstract	The personal aspect of knowledge--the everyday concepts--is located in the life setting of a person. These personal concepts are the foundation for the child's appropriation of subject matter concepts that qualify the child's personal concept so they can function as theoretical concepts. However, subject matter concepts are not universal, they are related to national curriculum traditions. The connection between personal and subject matter concepts is often much weaker for immigrants and refugees coming to a new country than for children with generations of ancestors in a society. One problem for teaching subject matter concepts to cultural minority children is: "How can societal relevant knowledge be taught which is sensitive to both cultural and social differences and become functional in culturally different life contexts?" This question has motivated two teaching experiments with history and social science subjects. The first was an after-school project with Puerto Rican children in New York City and the second was a school project with young Palestinian boys in Aarhus, Denmark. The aim of both projects was to create a form of teaching that was (1) meaningful for the children (2) contributed to their acquisition of skills and knowledge, and (3) created a positive identity and acceptance of their cultural background, as well as the society in which they were living. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10