Working with Different Cultural Patterns & Beliefs: Teachers & Families Learning Together

Autor/inn/en	Purcell-Gates, Victoria; Lenters, Kimberly; McTavish, Marianne; Anderson, Jim
Titel	Working with Different Cultural Patterns & Beliefs: Teachers & Families Learning Together
Quelle	In: Multicultural Education, 21 (2014) 3-4, S.17-22 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Cultural Background; Cultural Differences; Parenting Styles; Child Development; Teaching Methods; Literacy Education; Foreign Countries; Role; Schools of Education; Graduate Students; Teacher Education; Multicultural Education; Academic Achievement; Parent Teacher Cooperation; Family School Relationship; Educational Researchers; Program Design; Parents as Teachers; Action Research; Canada + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Rollen; Erziehungswissenschaftliche Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerausbildung; Lehrerbildung; Multikulturelle Erziehung; Schulleistung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Programme design; Programmaufbau; Programmplanung; Projektforschung; Kanada
Abstract	Rogoff (2003) argues that "Human development is a cultural process….People develop as participants in cultural communities" (p. 3). Children develop within families, and different cultures reflect differences in how they structure activity for this development. For example, middle class North American families generally would not permit children under age five to have access to knives, whereas "among the Efe of the Democratic Republic of Congo, infants routinely use machetes safely" (Wilkie, personal communication, 1989). This is but one example of how conceptualizations of "family learning" and "parenting" are culturally constructed. While many of us have "learned" this fact, we suggest that not many have really "gotten" it at an operational level, i.e., what it means in classrooms and how it affects, or should affect, teaching and learning. Therefore, this article addresses cultural constructions of family learning and the clash that can occur when teachers and researchers work with families from different global communities. The authors focus particularly on the cultural differences among families and teachers operating from different perspectives on parenting, child development, learning, and teaching. They offer this discussion after working on an action research project that implemented the Literacy for Life program based on the use of real-life literacy activity (Anderson, Purcell-Gates, Jang, & Gagne, 2010). The Literacy for Life (LFL) program, designed by educational researchers at the University of British Columbia and implemented by six graduate students, provides a context for considering the role colleges of education can play in preparing global educators to engage in partnerships with culturally diverse families in the pursuit of educational success for their children. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10