This is the second volume in the "Reflective Teaching and the Social Conditions of Schooling" series. Reflection in the area of culture and teaching necessarily takes teachers on both an introspective journey and an examination of the social conditions of schooling. There is a need to know not only what they believe but also what schools do. It has long been charged that our educational system privileges some and disenfranchises others. Schools are not the equitable institutions that one would hope them to be--a feature of schooling and one that deserves a great deal more attention. This work facilitates an examination of its readers' own beliefs, acquaints them with the sentiments and arguments of others, and encourages them to look further into the social conditions of schooling.
Table of Contents
Contents: Series Preface. Preface. Part I: Case Studies and Reactions. Introduction to Case 1. Case 1: "School and Home." Reader Reactions to Anna's Situation. Reactions to "School and Home." Reader Reactions to "School and Home." Summary and Additional Questions. Introduction to Case 2. Case 2: "Curriculum and Culture." Reader Reactions to Sally's Situation and the Issues at RPHS. Reactions to "Curriculum and Culture." Reader Reactions to "Curriculum and Culture." Summary and Additional Questions. Introduction to Case 3. Case 3: "Teachers and Cultural Identities." Reader Reactions to Linda's Issues. Reactions to "Teachers and Cultural Identities." Reader Reactions to "Teachers and Cultural Identities." Summary and Additional Questions. General Reactions to the Three Case Studies. Reader Reactions to the Three Case Studies. Part II: Public Arguments. A "Conservative" View: Shared Cultural Visions -- Shared Educational Bounty. A "Radical-Multicultural View": Culture, Knowledge, and Transformation. A "Progressive View": Culture, the Child, and the Curriculum. Part III: A Final Argument, and Some Suggestions and Resources for Further Reflection. Culture, Teaching, and Schools: An Abbreviation View. Exercises for Further Reflection. Conclusion.
"Culture and Teaching significantly advances our understanding of the twin dimensions of reflective practice, one focused on developing practical theory and craft, the other on contextual conditions affecting teaching practice. [The] primary concern is to delineate the social conditions of schooling so that prospective and practicing teachers understand education as an instrument of social reconstruction and justice."
—Walter J. Ullrich
St. Cloud State University
"Culture and Teaching is intriguing and important. It integrates general issues of culture and education with particular classroom (and related) settings, and connects these to larger traditions....The vignettes will generate discussion....The authors have taken pains to present both illuminating and contestable situations, which amply illustrate the various schools of thought on these questions."
—Landon E. Beyer