http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Language and cultural practices in communities and schools
bridging learning for students from non-dominant groups
García-Sánchez, Inmaculada Ma. (Inmaculada María)
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of Illustrations; Acknowledgements; Author Biographies; Introduction: Everyday Learning: Centering in Schools the Language and Cultural Practices of Young People from Non-Dominant Groups; AFew Words about Terminology; Why This Book Now?; Big Take-Aways from This Volume; ANote to Our Readers; For Educational Researchers; For Practitioners; References; 1. Learning by Observing and Pitching In: Implications for the Classroom; Community Organization of Learning in LOPI; Means of Learning in LOPI
Social Organization of Endeavors in LOPICommunication and Coordination in LOPI; Autonomy in LOPI; Motivation in LOPI; Ideas for LOPI in Schools; References; 2. Seeing Together: The Ecological Knowledge of Indigenous Families in Chicago Urban Forest Walks; Researching Nature-Culture Relations; ANote about Data Collection Procedures; Walking, Reading, and Storying Land; Micro-practices that Support Walking, Reading, and Storying the Land; The Meadows Family; The Family's Third Walk: Revisiting the "Humongous Tree that Fell out of the Ground"
Studies of Walking, Reading, and Storying and Possibilities for SchoolsAcknowledgments; Funding; References; 3. Building on Students' Cultural Practices in STEM; Why this Work Matters; How we Conducted the Ethnographies; What we Learned from the Ethnographies; Becoming Learners in the Game of Dominoes; Development of Meaningful Relationships; Centering Engagement and Interest; Supporting Students' Identity Development; Becoming Scientists and Engineers at North Pineville Middle School; Fostering Meaningful Relationships; Centering Student Engagement and Interest
Supporting Identity DevelopmentReferences; 4. "They Think Detroit Is Just Litter": Youth Challenging Environmental Injustice Through Participatory Research and Civic Engagement; Introduction to Toxic Tour: Environmental Justice and Civic Engagement; "Maybe we Can All Come Together": Hope Is Needed for Change; Cutting across Learning Spaces: Civic Engagement in Communities and Schools; References; 5. Leveling the Politicized Experiences of Children from Mixed Status Families: Connections to Civic Education in Elementary Schools; Expanding what Counts as Civic Education
What we Mean by Civic EducationHow we Learned from Students and Educators; Reflections on Pedagogical Practices; References; 6. Linking Church and School: Language and Literacy Practices of Bilingual Latinx Pentecostal Youth; Entering the Community; Introduction; Ways of Seeing Language, Literacy, and Culture; Scholarship on Church Literacy; Linkages to Schools and Classrooms; Conclusion; References; 7. Figurative Language in Religious Community Contexts: Opportunities to Leverage and Expand Bilingual Youth's Linguistic Repertoires; Background; Site Description; Everyday Learning at UCC
edited by Inmaculada M. García-Sánchez and Marjorie Faulstich Orellana.
Includes bibliographical references and index.
Inmaculada M. García-Sǹchez is Associate Professor of Anthropology at Temple University, USA.. Marjorie Faulstich Orellana is Professor of Urban Schooling in the Graduate School of Education and Information Studies at University of California, Los Angeles, USA.