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An interdisciplinary group of scholars offers profoundly honest and stimulating accounts of their struggles to decipher self-identification processes in various political contexts, as well as their personal reflections on the study of ethnicity.  A powerful message emerges that invites reflection about self-identification processes, and that allows a deeper understanding of the empowering consequences of a clear and strong personal, cultural, ethnic, and social identity. 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Based on a three-year study of the National Science Foundation's Urban Systemic Initiative, Meaningful Urban Education Reform is an overview of recent attempts to change teaching in mathematics and science in urban environments. The book evaluates the impact of educational reform on urban schools, determines how schools with the highest levels of poverty in the United States can make successful changes, and investigates how communities and policy makers contribute to student achievement.  Contributors provide compelling portraits of classrooms, teachers, and students in elementary, middle, and high schools through case studies and examples from intensive research in four locations: Chicago, El Paso, Memphis, and Miami. They interviewed, observed, and gathered information from district administrators, school principals, teachers, students and their parents, and community members. 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Winner of the 2006 Edward Fry Book Award presented by the National Reading Conference   The voices of teachers, parents, and students create a compelling ethnographic study that examines the debate between traditional and progressive pedagogies in literacy education and the mismatch of cross-cultural discourses between mainstream schools and Asian families. This book focuses on a Vancouver suburb where the Chinese population has surpassed the white community numerically and socioeconomically, but not politically, and where the author uncovers disturbing cultural conflicts, educational dissensions, and \"silent\" power struggles between school and home. What Guofang Li reveals illustrates the challenges of teaching and learning in an increasingly complex educational landscape in which literacy, culture, race, and social class intertwine. Advocating for a greater cultural understanding of minority beliefs in literacy education and a more critical examination of mainstream instructional practices, Li offers a new theoretical framework and critical recommendations for teachers, schools, and parents.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":53213425729809,"sku":"NLS9780791465936","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780791465936.jpg?v=1772754782"},{"product_id":"making-modern-lives-book-julie-mcleod-9780791467671","title":"Making Modern Lives","description":"Examines the effects of schooling on young people's values, choices, and identities.  Making Modern Lives looks at how young people shape their lives as they move through their secondary school years and into the world beyond. It explores how they develop dispositions, attitudes, identities, and orientations in modern society. Based on an eight-year study consisting of more than 350 in-depth interviews with young Australians from diverse backgrounds, the book reveals the effects of schooling and of local school cultures on young people's choices, future plans, political values, friendships, and attitudes toward school, work, and sense of self. 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Winner of the 2007 Critics' Choice Award presented by the American Educational Studies Association  Late to Class presents theoretical, empirical, and pedagogical perspectives on social class and schooling in the United States. Grounding their analyses at the intersections of class, ethnicity, gender, geography, and schooling, the contributors examine the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy. 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