作者: Directed 時(shí)間: 2025-3-21 23:49
http://image.papertrans.cn/d/image/240952.jpg作者: heckle 時(shí)間: 2025-3-22 00:46
https://doi.org/10.1007/978-3-319-46328-5indigenous education; multiculturalism; interculturalism; bilingual learners; decolonizing pedagogies作者: Occlusion 時(shí)間: 2025-3-22 08:12
978-3-319-83492-4The Editor(s) (if applicable) and The Author(s) 2017作者: Flagging 時(shí)間: 2025-3-22 09:04
Fallgruppen und Beispielskataloga modern/colonial, capitalist/patriarchal world-system of intersecting global hierarchies “produced by thinkers from the North” (p. 10). We use critical theory “to de-center grand narratives of social and political subjugation” (Martínez-Alemán 2015, p. 8), in this case those of colonialism and race作者: Adj異類的 時(shí)間: 2025-3-22 13:33 作者: Adj異類的 時(shí)間: 2025-3-22 18:36
https://doi.org/10.1007/3-540-49450-2dle-class preservice teachers with a better understanding of pedagogy. The emergence of Idle No More (INM) in the winter of 2013 caught many Canadians by surprise. The movement emerged in resistance to Omnibus Bill C-45. The Bill called for changes to the Fisheries Act and the Navigable Waters Act, 作者: 夾克怕包裹 時(shí)間: 2025-3-23 00:49
Analysis and Design of Cooperative Networks,astern university in the United States offered teacher learners an opportunity to conduct a 10-week English literacy practicum in the homes of multilingual refugee mothers. In this nontraditional teacher/student classroom site, the mother is positioned as knower and leader, in her home, the center o作者: 口訣 時(shí)間: 2025-3-23 01:32
https://doi.org/10.1007/3-540-49450-2 English to children living in a marginalized community was a unique experience which I captured as an autoethnography and draw on in this chapter to illustrate that culturally responsive pedagogy or any other pedagogy, like research, is a messy iteration which cannot be applied as a prescription so作者: adhesive 時(shí)間: 2025-3-23 09:18
https://doi.org/10.1007/3-540-49450-2nts and questions about the troupes’ merit and validity. These challenges brought me to my research and the following question arose, “What is the significance of song and drum in schools?” Drawing from Elders teachings, archives, and literature I inquired into the traditional practice of song and d作者: ACTIN 時(shí)間: 2025-3-23 10:12 作者: 閑逛 時(shí)間: 2025-3-23 16:39
Lecture Notes in Computer Scienceange of educational policies aimed at facilitating better learning partnerships between Māori whānau (families) and schools. While the government is clear about . schools must do and research indicates . connections with whānau are important, what is not so clear is . these learning partnerships mig作者: GEAR 時(shí)間: 2025-3-23 20:40 作者: inspired 時(shí)間: 2025-3-23 22:33
Wetting of a disordered substrate,Indigenous Australian students in the New South Wales Department of Education and Training’s literacy tests (.. Sydney, AUS: NSW Department of Education and Training, 2005a; .. Sydney, AUS: NSW Department of Education and Training, 2005b). The author, a non-Indigenous descendant of the convicts brou作者: Matrimony 時(shí)間: 2025-3-24 04:34
Random surfaces in statistical mechanics,in which Ladson-Billings (. (pp. 106–121). London, UK: The Falmer Press, 1992; .(3), 159–165, 1995) and Geneva Gay (.(2), 106–116, 2002) originally intended because it does not speak to mainstream educators in ways that are intelligible to them – much is “l(fā)ost in translation”. We identify themes tha作者: SPALL 時(shí)間: 2025-3-24 09:28 作者: angina-pectoris 時(shí)間: 2025-3-24 13:42
https://doi.org/10.1007/3-540-49450-2served to focus my pedagogical choices aimed at indigenizing and decolonizing my own teaching practice. Self-study allowed me the opportunity to interrogate dominant views of pedagogy and the “good teacher,” and resulted in my assertion toward a radical indigeneity in my own teaching.作者: 有花 時(shí)間: 2025-3-24 18:45 作者: RAGE 時(shí)間: 2025-3-24 19:09
Identification of Cultural Heuristics for the Creation of Consistent and Fair Pedagogy for Ethnicallentification of the cultural constructs, that within higher education there are gaps within fundamental areas that should be developed to consistently engage with students in a fair, consistent and equitable manner.作者: Engaging 時(shí)間: 2025-3-25 02:43 作者: 鉗子 時(shí)間: 2025-3-25 04:12 作者: 邊緣 時(shí)間: 2025-3-25 08:52 作者: ascetic 時(shí)間: 2025-3-25 14:21 作者: Encephalitis 時(shí)間: 2025-3-25 19:07
Book 2017 in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are uni作者: Addictive 時(shí)間: 2025-3-25 23:46 作者: fetter 時(shí)間: 2025-3-26 02:11
Analysis and Design of Cooperative Networks, and a respecter of the mother’s resources through the documentation of the learner’s funds of knowledge. This chapter draws on teachers’ reflections to describe their transformational and intimacy building process as they learn about their refugee mothers and themselves. Implications for K-12 teaching are discussed.作者: watertight, 時(shí)間: 2025-3-26 07:40
https://doi.org/10.1007/3-540-49450-2to critically reflect on practice and curriculum design, as well as developing more ethical, caring and loving relationships are all important steps to take in practice if culturally responsive pedagogy is to become more than mere rhetoric.作者: 粉筆 時(shí)間: 2025-3-26 09:37
Lecture Notes in Computer Scienceion of two literacy interventions. It presents the findings of research and concludes with a discussion about the challenges and implications that should be considered by schools who seek to partner Māori whānau and eliminate achievement disparities.作者: FLING 時(shí)間: 2025-3-26 14:32 作者: 縱火 時(shí)間: 2025-3-26 20:08
Decolonizing Pedagogies: Disrupting Perceptions of “The Other” in Teacher Education and a respecter of the mother’s resources through the documentation of the learner’s funds of knowledge. This chapter draws on teachers’ reflections to describe their transformational and intimacy building process as they learn about their refugee mothers and themselves. Implications for K-12 teaching are discussed.作者: palliative-care 時(shí)間: 2025-3-26 22:06 作者: cinder 時(shí)間: 2025-3-27 02:50 作者: 航海太平洋 時(shí)間: 2025-3-27 07:49
What’s At Stake in a High-Stakes Math Test? Analysis of Multimodal Challenges for Emergent English B members in their communities. A research agenda that sustains and nurtures English as additional language learners’ first language resources is suggested to direct attention to areas that could aid them in negotiating unfamiliar high-stakes multimodal texts.作者: 愛得痛了 時(shí)間: 2025-3-27 12:35
Culturally Responsive Pedagogies: Decolonization, Indigeneity and Interculturalisma modern/colonial, capitalist/patriarchal world-system of intersecting global hierarchies “produced by thinkers from the North” (p. 10). We use critical theory “to de-center grand narratives of social and political subjugation” (Martínez-Alemán 2015, p. 8), in this case those of colonialism and race作者: ALT 時(shí)間: 2025-3-27 16:12 作者: 熟練 時(shí)間: 2025-3-27 20:05
Idle No More: Radical Indigeneity in Teacher Educationdle-class preservice teachers with a better understanding of pedagogy. The emergence of Idle No More (INM) in the winter of 2013 caught many Canadians by surprise. The movement emerged in resistance to Omnibus Bill C-45. The Bill called for changes to the Fisheries Act and the Navigable Waters Act, 作者: 推遲 時(shí)間: 2025-3-27 22:51 作者: superfluous 時(shí)間: 2025-3-28 03:19
Becoming Culturally Responsive: Reflections from an Autoethnographic Exploration of Teaching and Lea English to children living in a marginalized community was a unique experience which I captured as an autoethnography and draw on in this chapter to illustrate that culturally responsive pedagogy or any other pedagogy, like research, is a messy iteration which cannot be applied as a prescription so作者: FICE 時(shí)間: 2025-3-28 07:19 作者: Allowance 時(shí)間: 2025-3-28 12:55 作者: folliculitis 時(shí)間: 2025-3-28 15:22 作者: AFFIX 時(shí)間: 2025-3-28 21:30
What’s At Stake in a High-Stakes Math Test? Analysis of Multimodal Challenges for Emergent English Bnts to perform their best in unfamiliar high-stakes exams. Drawing on critical multimodal analyses (Kress and van Leeuwen, . (2nd ed.). London: Routledge, 2006), this chapter makes visible the multimodal assumptions in these instructions and how institutionalized examination practices neglect cultur作者: Clinch 時(shí)間: 2025-3-29 01:37 作者: growth-factor 時(shí)間: 2025-3-29 03:52
Beyond Culturally Responsive Pedagogy: Decolonizing Teacher Educationin which Ladson-Billings (. (pp. 106–121). London, UK: The Falmer Press, 1992; .(3), 159–165, 1995) and Geneva Gay (.(2), 106–116, 2002) originally intended because it does not speak to mainstream educators in ways that are intelligible to them – much is “l(fā)ost in translation”. We identify themes tha作者: cluster 時(shí)間: 2025-3-29 08:01 作者: anarchist 時(shí)間: 2025-3-29 15:21 作者: Traumatic-Grief 時(shí)間: 2025-3-29 16:39 作者: cartilage 時(shí)間: 2025-3-29 20:38
Book 2017and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers andresearchers in the field of education; teacher educators; and pre- and in-service teachers..?.作者: Dislocation 時(shí)間: 2025-3-30 02:36 作者: 羅盤 時(shí)間: 2025-3-30 04:35
Analysis and Design of Cooperative Networks, as a basis for new learning. This chapter contends that when teachers understand the reasons behind New Zealand’s historical educational disparities that exist between Māori students and their non-Māori classmates and begin to understand a culturally responsive pedagogy of relations, the potential
