Download e-book for iPad: Culturally Contested Pedagogy: Battles of Literacy and by Guofang Li

By Guofang Li

ISBN-10: 0791465934

ISBN-13: 9780791465936

ISBN-10: 1423747895

ISBN-13: 9781423747895

The voices of lecturers, mom and dad, and scholars create a compelling ethnographic learn that examines the controversy among conventional and revolutionary pedagogies in literacy schooling and the mismatch of cross-cultural discourses among mainstream faculties and Asian households. This ebook specializes in a Vancouver suburb the place the chinese language inhabitants has exceeded the white neighborhood numerically and socioeconomically, yet no longer politically, and the place the writer uncovers demanding cultural conflicts, academic dissensions, and “silent” energy struggles among university and residential. What Guofang Li finds illustrates the demanding situations of educating and studying in an more and more complicated academic panorama during which literacy, tradition, race, and social type intertwine. Advocating for a better cultural figuring out of minority ideals in literacy schooling and a extra severe exam of mainstream educational practices, Li deals a brand new theoretical framework and significant thoughts for academics, faculties, and fogeys.

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Additional info for Culturally Contested Pedagogy: Battles of Literacy and Schooling Between Mainstream Teachers and Asian Immigrant Parents

Sample text

Several comparative studies have found that many middle-class Chinese parents hold cultural beliefs that are fundamentally different from their mainstream counterparts. For example, they are more likely to engage their children in varying literacy activities every day or at least provide a nurturing literacy environment; they also provide more structured and formal educational experiences after school and on weekends than their white counterparts (Yao, 1985; Xu, 1999). Chinese parents (especially mothers) also have different beliefs from Caucasian parents about their specific roles in their children’s education.

Li, 1995). My dynamic approach to EFL teaching, as I learned later in my graduate studies in Canada, was similar to a student-centered, meaning-based literacy instruction. In graduate school in Canada, I learned more about the top-down approach to reading instruction and the process-writing strategies. I embraced the progressive, holistic approaches to language and literacy education, and came to a new understanding that people learned to read and write not by being taught skills and grammar, but by reading and writing in meaningful contexts.

To critique what I called this “static” teaching, I published an article in a local journal to promote a more dynamic approach to foreign language teaching (G. Li, 1995). My dynamic approach to EFL teaching, as I learned later in my graduate studies in Canada, was similar to a student-centered, meaning-based literacy instruction. In graduate school in Canada, I learned more about the top-down approach to reading instruction and the process-writing strategies. I embraced the progressive, holistic approaches to language and literacy education, and came to a new understanding that people learned to read and write not by being taught skills and grammar, but by reading and writing in meaningful contexts.

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Culturally Contested Pedagogy: Battles of Literacy and Schooling Between Mainstream Teachers and Asian Immigrant Parents by Guofang Li


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