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摘要
摘要
Bridging Cultures Between Home and School: A Guide for Teachers is intended to stimulate broad thinking about how to meet the challenges of education in a pluralistic society. It is a powerful resource for in-service and preservice multicultural education and professional development. The Guide presents a framework for understanding differences and conflicts that arise in situations where school culture is more individualistic than the value system of the home. It shares what researchers and teachers of the Bridging Cultures Project have learned from the experimentation of teacher-researchers in their own classrooms of largely immigrant Latino students and explores other research on promoting improved home-school relationships across cultures. The framework leads to specific suggestions for supporting teachers to cross-cultural communication; organization parent-teacher conferences that work; use strategies that increase parent involvement in schooling; increase their skills as researchers; and employ ethnographic techniques to learn about home cultures. Although the research underlying the Bridging Cultures Project and this Guide focuses on immigrant Latino families, since this is the primary population with which the framework was originally used, it is a potent tool for learning about other cultures as well because many face similar discrepancies between their own more collectivistic approaches to childrearing and schooling and the more individualistic approach of the dominant culture.
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Researchers and teachers in the Bridging Cultures Project operating out of WestEd (the regional education laboratory) blend theory with their experiences in working with immigrant Latino families. Chapter 1 explicates a framework for understanding difference based on cultural notions of individualism and collectivism. Succeeding chapters employ this theory to describe reasons that parent conferences with "non-dominant community" parents often fail (differing expectations rather than misunderstanding of words) and offer suggestions for improving these conferences (change purpose to develop mutual understanding rather than trying to educate parents; hold group conferences). Chapter 5 takes an odd and sharp turn to focus on teachers as researchers, attempting to entice the reader into classroom ethnography. The concluding chapter and an appendix return to a description of the Bridging Cultures Project and what has been learned. The book is optimistic, well written, carefully documented, and studded with appropriate examples and suggestions. Teachers working with immigrant students will find useful cultural theory as well as suggestions for improving the nature of school-to-home communications and for interacting more effectively with parents. Recommended for upper-division undergraduates and above. W. L. McKinney University of Rhode Island
目录
Preface | p. xiii |
Responding to the Increase in Classroom Diversity | p. xiii |
Introducing a Framework for Understanding Culture | p. xv |
A Truly Useful Theoretical Framework | p. xvi |
The Bridging Cultures Project | p. xvii |
Organization of the Guide | p. xix |
A Few Words about Terminology | p. xx |
Acknowledgments | p. xxi |
1. The Bridging Cultures Framework | p. 1 |
But First, What Is Culture? | p. 1 |
The Power of the Bridging Cultures Framework | p. 2 |
Limitations of a Single Model for Child Development | p. 2 |
The Dynamic Nature of Culture | p. 3 |
Individualism and Collectivism | p. 4 |
Further Contrasts between Individualism and Collectivism | p. 9 |
Different Orientations, Different Outcomes | p. 13 |
Individualism and Collectivism in Collision | p. 14 |
Relationship to Other Frameworks for Understanding Cultures | p. 21 |
Strands of Multicultural Education | p. 23 |
Conclusion | p. 26 |
2. Parent Involvement: Recommended but Not Always Successful | p. 29 |
"Minority" Parent Involvement | p. 32 |
Parent-School Partnerships: Responsibilities of Parents and Schools | p. 33 |
Factors Influencing Parent Participation | p. 43 |
Questioning Assumptions | p. 47 |
Looking beyond Demographics to Interpersonal Processes | p. 48 |
Finding Common Ground between Home and School | p. 52 |
3. The Cross-Cultural Parent-Teacher Conference | p. 55 |
What Is a Cross-Cultural Parent-Teacher Conference? | p. 56 |
The Tradition of Parent-Teacher Conferences | p. 57 |
Research on Cross-Cultural Parent-Teacher Conferences | p. 58 |
Culture and Communication in the Parent-Teacher Conference | p. 59 |
Using Cultural Knowledge to Enhance Communication | p. 63 |
Improving Parent-Teacher Conferences | p. 66 |
Putting the Parent-Teacher Conference in Proper Perspective | p. 72 |
4. Learning What Works | p. 75 |
Understanding Parents' Points of View | p. 78 |
Evaluating the Messages That Schools Send | p. 80 |
Being More Conscious of the Messages Sent | p. 81 |
Developing Closer Personal Relationships with Families | p. 81 |
Extending Opportunities for Parent-Teacher Interaction | p. 83 |
Promoting Bicultural Proficiency | p. 87 |
5. Teachers as Researchers | p. 91 |
Action Research | p. 92 |
Inquiry and Reflection: Two Intertwined Elements in Action Research | p. 94 |
Teachers as Researchers in the Bridging Cultures Project | p. 96 |
Collaborative Action Research | p. 97 |
Ethnographic Inquiry | p. 103 |
Teacher Research as Professional Development | p. 113 |
How Successful Has Collaborative Action Research Been in the Bridging Cultures Project? | p. 118 |
A Hope and a Touch of Reality | p. 122 |
6. Conclusion: The Challenge of Coming Together | p. 127 |
The Need for Cultural Knowledge | p. 128 |
Update: What's Happening Now? | p. 130 |
How Does Bridging Cultures Fit into the Big Picture of School Reform? | p. 130 |
What's to Be Gained? | p. 132 |
Appendix The Bridging Cultures Project in Brief | p. 137 |
Background and Purpose | p. 137 |
The People | p. 138 |
Phase I Procedures | p. 138 |
Workshop Outcomes | p. 141 |
Phase II Changes in Teachers' Roles | p. 142 |
Documenting Teacher Change | p. 143 |
Powerful Examples Make the Framework Come Alive | p. 144 |
References | p. 145 |
Author Index | p. 159 |
Subject Index | p. 167 |