Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy

Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.     

Ethnic and Urban Intersections in the Classroom: Latino Students,Hybrid Identities,and Culturally Responsive Pedagogy

Drawing from data collected through classroom observations and in-depth interviews, this article describes and analyzes practices identified as culturally responsive by Latinos students in an urban, multiethnic/racial context. The findings suggest that culturally responsive pedagogy must be more broadly conceptualized to address the cultural identities of students who have complex identities because of their experiences with peers of many varied identities, those whose urban roots have resulted in hybrid identities, and those who are multiethnic/multiracial. Based on these findings, the article forwards the concept of “cultural connectedness” as a framework for practicing a non-essentializing, dynamic approach to culturally responsive pedagogy that acknowledges the hybrid nature of culture and identity.     

Resistance Re-Examined: Gender,Fan Practices,and Science Fiction Television

Studies of gender, science fiction television, and fan culture have often asserted that female fans resist patriarchy by negotiating cultural texts through such practices as fan fiction and interactive deliberation. This analysis holds that specific motivation and context must be considered to advance such a claim, especially in light of undercurrents of misogyny contributing to such phenomena as "slash" fan fiction authored by women and dealing with romances between male heroes. This study assesses the practices of fans, relevant text, and production factors in the context of particular, gender-related issues surrounding the series Farscape and Stargate SG-1, and finds that activities often thought to be emancipatory can, in fact, reproduce hegemony, and that fans sometimes appropriate resistive rhetoric in defense of hegemonic proclivities.     

Becoming a Culturally Responsive Early Childhood Educator: A Tool to Support Reflection by Teachers Embarking on the Anti-Bias Journey

As children begin to construct an understanding of human differences and similarities during their earliest years, early childhood teachers are challenged to be culturally responsive to the diversity of the children and families. Based on our review of the literature and other existing tools, this article discusses a framework for thinking about this work and proposes critical elements for teachers to re-examine their practice. The article describes a reflective tool structured to provoke thinking about attitudes, assumptions, and knowledge base regarding culturally responsive teaching.     

佛性观念的形成和主要发展线索

本文对佛教学说中的基本观念——“佛性”观念的形成、印度大乘佛教的主要佛性观念、中国佛教宗派的主要佛性观念作了考察和论述。指出中国佛教宗派的佛性理论是在吸收改造印度佛教有关经论的过程中提出来的。从中可见佛性观念在印度、中国佛教发展史上产生的重要影响。     

Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms

Increasing numbers of English as a Second Language (ESL) learners throughout the United States have created an urgent need for strategies that teachers can use to meet the needs of all students in their classrooms. Research has shown that effectively meeting the needs of second language learners requires appropriate goals for learning, standards-based curriculum, sociocultural pedagogy, and assessment that is coherent with these practices. This article provides assessment principles and practices that are coherent with the sociocultural perspective and emphasizes four assessment accommodations that are appropriate for ESL learners in mainstream classrooms.     

Innovating Model of Online Communication:Good Practices of Online Promotion of Culture and Tourism

Due to the global outbreak and spread of the COVID-19 in 2020,over 60 China Cultural Centers(CCC)and China National Tourism Offices(CNTO)around the w orld have ...     

The Power of Collaboration: Learning to Teach Antiracist Content

In this article the author examines the experiences of eight teacher educators within a collaborative teaching community as they learned to meet the unique challenges of teaching antiracist content. Such spaces can be powerful places of mentoring and retreat that sustain the legacy of critical multicultural education, yet they remain institutionally precarious.     

Paths to the Practices of Citizenship: Political Discussion and Socialization among Mexican-heritage Immigrants in the US

Building on research on immigrant political socialization and social connections in politics, I advance a theoretical model for how immigrants develop their sense of political discussion in a new nation. This model, the Social Contact Model of Immigrant Political Socialization, focuses on the influences coming from close-knit social groups and wider-ranging social networks. I apply the model through a qualitative study of Mexican-heritage immigrants in the US and the likely sources of socialization that influence their political discussion behavior. The findings provide some support for the theoretical model and suggest there are important differences between Latino immigrants and native-born Whites in how they learn to engage in political discussion.     

说“孝”

方今中国,日新月异,诚可谓千百年来未有之大变局,何去何从,我们似乎要走一条具有中国特色的道路。有没有特色,能否走下去,不可得知,但倘若总结一下我们固有的数千年传统文化,     

Idealization,Inspiration, Irony: Popular Communication Tastes and Practices in the Individual Political Development of Generation X'ers

Using a theoretical frame of cultural studies and social constructivism, I analyze data collected from 15 Americans born between 1965 and 1978-"Generation X'ers"-about how they remember and understand the significance of their popular communication tastes and practices for their political socialization, or what I choose to call individual political development. This study finds that these tastes and practices have had quasi-intentional, functional importance for individual political development in this generation, importance best described as media "uses and effects." While also theorizing about the implications of the postmodern era in which "Generation X'ers" and others have lived, this work speaks to the importance of incorporating individual developmental processes and meaning-making into work on the political implications of mass media and popular communication.