Please wait, while we are loading the content...
Please wait, while we are loading the content...
| Content Provider | Springer Nature Link |
|---|---|
| Author | Dyches, Jeanne |
| Copyright Year | 2017 |
| Abstract | While a wealth of scholarship has investigated White teachers’ abilities to realize the aims of culturally responsive teaching in urban secondary English classrooms, studies that query the canonically-specific challenges teachers face when attempting to actualize equity-driven instruction are less frequently forwarded. To that end, this ethnographic case study tells the story of Sam Winters, a White teacher of British literature, who negotiated multiple forms of Whiteness—both his own and his required curriculum’s—to effect participatory realities for his urban students. Data, which were collected over five months, were treated with layers of deductive and inductive codes. Findings reveal obstructions to culturally responsive canonical instruction, such as sociocultural tensions between privileged and marginalized persons and texts, including canonically-specific incongruences between the curriculum and Sam’s students; fear of punitive fallout and time likewise constrained his efforts. Yet, buttressed by his dialogic classroom community, Sam delivered a canonical counter-curriculum that cultivated students’ sociopolitical consciousness and provided them with multimodal opportunities to restory themselves into and against required British literature texts. Implications, including the transformative powers of implementing canonical counter-curricula, and the value of leveraging teachers’ multi-dimensional sociocultural identities as cultural assets that position them to effect culturally responsive instruction, are discussed. |
| Starting Page | 300 |
| Ending Page | 325 |
| Page Count | 26 |
| File Format | |
| ISSN | 00420972 |
| Journal | The Urban Review |
| Volume Number | 49 |
| Issue Number | 2 |
| e-ISSN | 15731960 |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2017-02-06 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Culturally responsive teaching Canonical literature Social justice pedagogies Counter-curricula Whiteness Education Community and Environmental Psychology Sociology |
| Content Type | Text |
| Resource Type | Article |
| Subject | Sociology and Political Science Urban Studies Education |
National Digital Library of India (NDLI) is a virtual repository of learning resources which is not just a repository with search/browse facilities but provides a host of services for the learner community. It is sponsored and mentored by Ministry of Education, Government of India, through its National Mission on Education through Information and Communication Technology (NMEICT). Filtered and federated searching is employed to facilitate focused searching so that learners can find the right resource with least effort and in minimum time. NDLI provides user group-specific services such as Examination Preparatory for School and College students and job aspirants. Services for Researchers and general learners are also provided. NDLI is designed to hold content of any language and provides interface support for 10 most widely used Indian languages. It is built to provide support for all academic levels including researchers and life-long learners, all disciplines, all popular forms of access devices and differently-abled learners. It is designed to enable people to learn and prepare from best practices from all over the world and to facilitate researchers to perform inter-linked exploration from multiple sources. It is developed, operated and maintained from Indian Institute of Technology Kharagpur.
Learn more about this project from here.
NDLI is a conglomeration of freely available or institutionally contributed or donated or publisher managed contents. Almost all these contents are hosted and accessed from respective sources. The responsibility for authenticity, relevance, completeness, accuracy, reliability and suitability of these contents rests with the respective organization and NDLI has no responsibility or liability for these. Every effort is made to keep the NDLI portal up and running smoothly unless there are some unavoidable technical issues.
Ministry of Education, through its National Mission on Education through Information and Communication Technology (NMEICT), has sponsored and funded the National Digital Library of India (NDLI) project.
| Sl. | Authority | Responsibilities | Communication Details |
|---|---|---|---|
| 1 | Ministry of Education (GoI), Department of Higher Education |
Sanctioning Authority | https://www.education.gov.in/ict-initiatives |
| 2 | Indian Institute of Technology Kharagpur | Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project | https://www.iitkgp.ac.in |
| 3 | National Digital Library of India Office, Indian Institute of Technology Kharagpur | The administrative and infrastructural headquarters of the project | Dr. B. Sutradhar bsutra@ndl.gov.in |
| 4 | Project PI / Joint PI | Principal Investigator and Joint Principal Investigators of the project |
Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon |
| 5 | Website/Portal (Helpdesk) | Queries regarding NDLI and its services | support@ndl.gov.in |
| 6 | Contents and Copyright Issues | Queries related to content curation and copyright issues | content@ndl.gov.in |
| 7 | National Digital Library of India Club (NDLI Club) | Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach | clubsupport@ndl.gov.in |
| 8 | Digital Preservation Centre (DPC) | Assistance with digitizing and archiving copyright-free printed books | dpc@ndl.gov.in |
| 9 | IDR Setup or Support | Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops | idr@ndl.gov.in |
|
Loading...
|