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Doctoral Degree • University of Washington, 1995
Academic Areas • Diversity Pedagogy, Bilingual Education, Culture and Cognition, Teacher Preparation
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AVAILABLE! Routledge
“As an invaluable resource for teacher educators, this book carefully engages the ideologies, structures, and pedagogical conditions that most impact the teaching and learning of bilingual/bicultural students in the United States. Solidly grounded upon the cultural, linguistics, and community values of bicultural populations, it is by far the most comprehensive articulation of a critical bicultural vision and praxis of teacher formation. Moreover, despite these precarious times, it is a formidable tribute to all those who have courageously kept the revolutionary promise of equal education alive for bilingual children in this country. “
Antonia Darder, University of Illinois, Urbana Champaign
The growing number of bilingual students in public schools coupled with a critical shortage of teachers specially prepared to serve this population calls for a critical examination of policies and practices in bilingual and ESL teacher preparation. This volume focuses on understanding the structural, substantive, and contextual elements of preparation programs, and provides transformative guidelines for creating signature programs. Designed to improve the practice of teacher preparation by promoting dialogic conversations and applications of praxis in the preparation of bilingual/ESL teacher candidates, it emphasizes that exemplary preparation of teachers requires transformative teacher educators. Simultaneously organizing the scholarship in the field and advancing new understandings, this book is must-have resource for current and future teacher educators. Contributors include Maria Brisk, Sylvia Celédon-Pattichis, Lourdes Diaz-Soto, Eugene García, Virginia Gonzáles, Guillermo Solano-Flores, Maria Torres-Guzman, Carmen Mercado, Bertha Pérez, Mari Riojas-Cortez, Francisco Rios, Concepción Valadez, and Angela Valenzuela.
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Winner of the name 2005 Phillip C. Chinn Multicultural book Award!
Written by a powerful new voice in the field of multicultural education, Rosa Hernández Sheets draws from her extensive teaching experience in urban schools to examine the learning issues of diverse student populations from pre-school to high school.
The first in its field to demonstrate and explicate the interconnectedness of culture and cognition to the teaching-learning process, Diversity Pedagogy: Examining The Role Of Culture In The Teaching-Learning Process promotes successful services for more students, especially those from underserved communities. This text introduces a new theory–diversity pedagogy–constructs explicit applications to practice by providing examples of real-life classroom situations throughout, ultimately uniting schooling, culture, and psychology. (Sample: Chapter 1; Chapter 5) |
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