Overview

Full Product Details

Author:   Faye Hicks Townes ,  Betty Alford ,  Julia Ballenger ,  Angela Crespo Cozart
Publisher:   Rowman & Littlefield
Imprint:   Rowman & Littlefield Education
Dimensions:   Width: 15.40cm , Height: 1.70cm , Length: 23.20cm
Weight:   0.352kg
ISBN:  

9781607091073

ISBN 10:   1607091070
Pages:   232
Publication Date:   16 May 2009
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

Part 1 Cultural Identity—Discovering Authentic Voice Part 2 Introduction: Cultural Identity and the Struggle for Recognition Chapter 3 Affirming Diversity, Politics of Recognition, and the Cultural Work of Schools Chapter 4 Dialoguing Toward a Racialized Identity: A Necessary First Step in a Politics of Recognition Chapter 5 Misrecognition Compounded Part 6 Struggle for Recognition—Embracing Cultural Politics Chapter 7 Recognition, Identity Politics, and English Language Learners Chapter 8 Identity Formation and Recognition in Asian-American Students Chapter 9 Curriculum and Recognition Chapter 10 Extracurricular Activities and Student Identity Chapter 11 Recognition, Identity Politics, and the Special Needs Student Chapter 12 Athletes, Recognition, and the Formation of Identity Chapter 13 Administrator to Parent Recognition: Treat Me with Respect Chapter 14 Recognition and Parent Involvement Chapter 15 Student Identity and Cultural Communication Chapter 16 Value-Added Community: Recognition, Induction-Year Teacher Diversity and the Shaping of Identity Chapter 17 Coda: Recognition, Difference, and the Future of America's Schools

Reviews

"This book provides for a broad and balanced base of considering diversity, culture and identity development in relationship to curriculum development with ""recognition"" being the pivotal concept in all of the writings. The identity and cultural diversity curriculum dimension will help scholar-practitioner leaders guide teachers and students through a broad understanding of themselves as they interact with one another. This is a very timely collection of writings. -- Georgia A. King, associate superintendent, Beckville Independent School District This fascinating collection offers a much-needed alternative perspective on usual understandings of what needs to happen in schools that are increasingly populated by diverse students and homogenous faculty. The book's juxtaposition of cultural recognition and identity politics within the contexts of contemporary schooling provides educators with frameworks for thinking more carefully about what they do and say every day in interactions with students, parents, and others in the community. -- J. Amos Hatch, Professor of Urban-Multicultural Teacher Education, University of Tennessee, Professor of Urban-Multicultural Teacher Education, University of Tennessee By bringing together an eclectic group of studies and perspectives, Jenlink and Hicks-Townes gives us fresh and innovative insights into the examination of cultural recognition and the struggle for identity in schools in the United States. The focus on the cultural components gives the chapters connection and relevance in our changing society. This book is well-designed to help those who seek new perspectives on their own identities and those they guide. -- Jean Moule, associate rofessor of teacher education, Oregon State University, and president, Oregon Chapter of National Association of Multi The authors have produced a thoughtful piece of work. They speak strongly to a form of school leadership that recognizes the value of cultural differences and how the identity of a school and its leadership impact the formation of the individual identities of students, teachers, and parents. -- Perry Daniel, principal, Bethune Middle Academy, Shreveport, Louisiana Jenlink and Hicks-Townes have recognized the need to explore the perspectives that educators and students bring to the schoolhouse based on their cultural experiences. This collection is a must-read for educational leaders who work with adults and children of varied cultural backgrounds. -- Katie Chretien, Assistant Principal of Instruction, Vivian Elementary Middle/Magnet School, Caddo Parish Public Schools, LA"

This book provides for a broad and balanced base of considering diversity, culture and identity development in relationship to curriculum development with recognition being the pivotal concept in all of the writings. The identity and cultural diversity curriculum dimension will help scholar-practitioner leaders guide teachers and students through a broad understanding of themselves as they interact with one another. This is a very timely collection of writings.--Georgia A. King

This book provides for a broad and balanced base of considering diversity, culture and identity development in relationship to curriculum development with recognition being the pivotal concept in all of the writings. The identity and cultural diversity curriculum dimension will help scholar-practitioner leaders guide teachers and students through a broad understanding of themselves as they interact with one another. This is a very timely collection of writings. -- Georgia A. King This fascinating collection offers a much-needed alternative perspective on usual understandings of what needs to happen in schools that are increasingly populated by diverse students and homogenous faculty. The book's juxtaposition of cultural recognition and identity politics within the contexts of contemporary schooling provides educators with frameworks for thinking more carefully about what they do and say every day in interactions with students, parents, and others in the community. -- J. Amos Hatch By bringing together an eclectic group of studies and perspectives, Jenlink and Hicks-Townes gives us fresh and innovative insights into the examination of cultural recognition and the struggle for identity in schools in the United States. The focus on the cultural components gives the chapters connection and relevance in our changing society. This book is well-designed to help those who seek new perspectives on their own identities and those they guide. -- Jean Moule The authors have produced a thoughtful piece of work. They speak strongly to a form of school leadership that recognizes the value of cultural differences and how the identity of a school and its leadership impact the formation of the individual identities of students, teachers, and parents. -- Perry Daniel Jenlink and Hicks-Townes have recognized the need to explore the perspectives that educators and students bring to the schoolhouse based on their cultural experiences. This collection is a must-read for educational leaders who work with adults and children of varied cultural backgrounds. -- Katie Chretien

Author Information

Patrick M. Jenlink is professor of doctoral studies in the Department of Secondary Education and Educational Leadership and Director of the Educational Research Center at Stephen F. Austin State University. Faye Hicks Townes is an associate professor of education in the Department of Teacher Education, School of Education, Health and Human Performance, College of Charleston.

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions