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Beyond Cultural Differences and Similarities: Student Teachers Encounter Aboriginal Children's
Abstract
translate abstract ideas about multicultural issues and ways,of learning into concrete practices that value learners and their ideas. In this article I provide an account of such a model, a course in which Aboriginal and non-Aboriginal
Build high-interest theme lesson plans that accurately portray Native peoples and cultures with this authoritative guide to the best children's fiction. Professor Jon Stott describes books on Native Americans and their cultures for readers through junior high school age. This highly readable reference book also provides a balanced discussion of the disservice done to Native Americans by misleading, inaccurate, and insensitive books. Stott's perceptive text explains how some well-loved books make mistakes and reinforce stereotypes. He also includes valuable ideas on incorporating stories about Native American traditions and experiences into your lesson plans.
In the Spring, 1992 issue of AEQ, Phyllis Cunningham reviews, inter alia, my recent book, Transformative Dimensions of Adult Learning (Jossey-Bass, 1991). This book presents a comprehensive learning theory and analyzes the dynamics of how adults learn. Cunningham makes several erroneous inferences to which she takes exception. In doing so, she seriously misrepresents my meaning. In this article I clarify my position and take issue with her approach and conclusions.
A study indicating that information processing may be culturally specific and that processing through different brain hemispheres may be a result of how a person perceives his world focuses on the Navajo Tribe and its cultural and behavioral similarities with the Chinese, and compares those groups to Anglo-Americans. (SB)
Contrasts the modern definition of education (schooling) with the traditional indigenous view that focuses on education as a natural process occurring during everyday activities. Argues that traditional indigenous education ensures cultural continuity and survival of the mental, spiritual, emotional, and physical well-being of the cultural unit and its environment. (SV)
For more information, go to editor's website : http://www.hup.harvard.edu/catalog.php?recid=25615 Excerpts available on Google Books.
Anthropologists have long hypothesized that major differences in the school experiences of various populations lie in the discontinuities between their cultural backgrounds and the culture of the schools. Research has, therefore, generally focused on differences in cultural values, cognitive, motivational, communicative, and interactional domains that are presumed to affect school experience. This paper attempts to refine the cultural discontinuity hypothesis by distinguishing between three types of discontinuities: universal, primary, and secondary discontinuities. It is suggested that each is more or less associated with a distinct type of school “problems” and that some problems of racial or castelike minority students in societies like the United States arise principally from secondary cultural discontinuities. ANTHROPOLOGY, BLACK AMERICANS, CULTURAL DISCONTINUITIES, CULTURAL PLURALISM, MINORITY EDUCATION.
Any realistic account of language acquisition must take into account the manner in which the child passes from pre-speech communication to the use of language proper. For it can be shown that many of the major organizing features of syntax, semantics, pragmatics, and even phonology have important precursors and prerequisites in the prespeech communicative acts of infants. Illustrations of such precursors are examined in four different domains: The mother's mode of interpreting the infant's communicative intent; the development of joint referential devices en route to deixis; the child's developing strategy for enlisting aid in joint activity; the transformation of topic-comment organization in prespeech to predication proper. Finally, the conjecture is explored whether the child's knowledge of the requirements of action and interaction might provide the basis for the initial development of grammar.RésuméToute approche réaliste du langage, se doit de rendre compte du passage de la communication par prélangage de l'enfant à l'utilisation de la langue à proprement parler. Pour cela, on peut montrer qu'il existe de nombreuses bases, préalables ou nécessaires aux traits organisationnels de la syntaxe, de la sémantique, de la pragmatique et même de la phonologie, dans les activités prélangagères des enfants. Des illustrations de ces bases préalables sont étudiées ici dans 4 domaines différents: le mode d'interprétation, par la mère des intentions de communication de l'enfant, le développement de la combinaison des référentiels, rendant le langage conforme à l'environnement, l'évolution de stratégies permettant l'utilisation de l'activité conjointe au langage, la transformation d'une organisation de type topic-comment à la prédication.En dernier lieu on propose la conjecture suivante: la connaissance, par l'enfant des besoins de l'action et de l'interaction peut elle fournir la base à l'élaboration initiale de la grammaire.
What is there about Mezirow's theory which promotes such divergent interpretations? A key, perhaps, is that his theory is directed at the intersection of the individual and social. (Tennant, 1993, p. 36)
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