Learning, Teaching, and Community: Contributions of Situated and Participatory Approaches to Educational Innovation (Hardcover)

Content: C. Sleeter, Foreword. Preface. Part I: Linking Pedagogy to Communities. K.A. Davis, S. Bazzi, H-s. Cho, M. Ishida, J. Soria, "It's Our Kuleana": A Critical Participatory Approach to Language-Minority Education. C. Ballenger, "I Would Sing Every Day": Skepticism and the Imagination. M.A. Gibson, It's All About Relationships: Growing a Community of College-Oriented Migrant Youth. A. Henry, Writing in the Margins of Classroom Life: A Teacher/Researcher Partnership Using Dialogue Journals. C. Haig-Brown, Toward a Pedagogy of the Land: The Indigenous Knowledge Instructors' Program. Part II: Professional Learning for Diversity. S.W. Freedman, Teacher Research, Professional Growth, and School Reform. L. Pease-Alvarez, C. Angelillo, P. Chavajay, Working Through Dilemmas About Homework in an After-School Program: Integrating Theory, Research, and Practice. P. Chavajay, C. Angelillo, L. Pease-Alvarez, Teachers, Mentors, Friends?: Undergraduates' Engagements With Latino Children in an After-School Program. R.P. Solomon, R.K. Manoukian, J. Clarke, From an Ethnic of Altruism to Possibilities of Transformation in Teacher Candidates' Community Involvement. J. Willet, C. Rosenberger, Critical Dialogue: Transforming the Discourses of Educational Reform. Part III: Learning in Community (and Community in Learning). C.E. James, Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants. K.P. Jiménez, Lengua Latina: Latina Canadians (Re)constructing Identity Through a Community of Practice. R.C. Henze, Veronica's Story: Reflections on the Limitations of "Support Systems." S. Roy, Who's Got the Norm?: Community and the New Work Order.