Culture in School Learning Revealing the Deep Meaning
Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers examining culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures employed in this process are presented: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Pedagogical features in each chapter include Focus Questions; Chapter Summaries; Suggested Learning Experiences, Critical Reading lists. A Companion Website, new for the Third Edition (www.routledge.com/cw/Hollins), provides additional student resources.
1. The Centrality of Culture and Social Ideology in School Learning
2. The Deep Meaning of Culture
3. Personalizing Cultural Diversity
4. Learning About Diverse Populations of Students
5. Reframing the Curriculum
6. Redesigning Instruction
7. A Framework for Understanding Cultural Diversity in the Classroom
8. Putting it all Together
9. Transforming Professional Practice
"This text challenges educators to better understand themselves and their students through examination of the various facets of culture and their influence on and within educational settings, and provides a conceptual and practical framework for moving forward in developing culturally responsive environments and practices."
Peggy Hickman, Arcadia University, USA
"The emphasis on cross-cultural privilege is a special strength of this book. Learning to adapt to—or adopt—other cultural traditions, beliefs, and understandings is crucial for teachers who serve communities where there are people 'different from' the teacher. Understanding of some cultures not included here (e.g., homeless students, LGBTQ communities, families in poverty, bullied and bullying persons) will also need to taught to new teachers, and there are resources available for these and other cultures that were ignored in this book by Hollins."
Thomas Hansen, Illinois Association for Supervision and Curriculum Development