Humanizing Disciplinary Literacy Pedagogy for Dinka Refugee Children

Autor/inn/en	Wilder, Phillip; Axelrod, Ysaaca
Titel	Humanizing Disciplinary Literacy Pedagogy for Dinka Refugee Children
Quelle	In: Cultural Studies of Science Education, 14 (2019) 4, S.1071-1077 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilder, Phillip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-018-9896-7
Schlagwörter	Refugees; Culturally Relevant Education; Humanization; Educational Practices; Play; Language Acquisition; Young Children; Ethnic Groups + Suchen Sie Ihr Suchwort? Flüchtling; Humanisierung; Bildungspraxis; Spiel; Sprachaneignung; Spracherwerb; Frühe Kindheit; Ethnie
Abstract	This response to Fleer, Adams & Gunstone builds upon "Transformative pedagogy: Dinka playgroups as spaces for cultural knowledge productions of Western science" by expanding conceptual understanding of the cultural practices of Dinka refugee children. Drawing upon both disciplinary literacy research and research into the role of play in young children's language development provides a fuller understanding of refugee children and contributes towards more culturally responsive and ultimately more humanizing science pedagogy in educational spaces. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01