Culture as Disability

McDermott, Ray; Varenne, Hervé

doi:10.1525/aeq.1995.26.3.05x0936z

Cited by 315 publications

(153 citation statements)

References 10 publications

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“…Their ability to do so affects how they interpret the social and academic interactions between themselves and their students as well as between students (Kozleski, Artiles, McCray, & Lacy, 2014). For instance, the decision to refer a child for additional help, assessment, and services such as special education begins with teachers' understanding of learning as cultural practice (McDermott, 1993;McDermott & Varenne, 1995). This is an urgent need in an educational system that continues to use special education as a tool to sort children who challenge teachers' skills and understanding of how sociocultural backgrounds, language, and experience alter assumptions about the tacit knowledge that students bring to the classroom (Kozleski, Artiles, & Skrtic, 2014).…”

Section: The Cultural Work Of Teacher Educationmentioning

confidence: 99%

The Cultural Work of Teacher Education

Kozleski¹,

Handy

2017

Theory Into Practice

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Engaging teacher education as cultural work positions teacher educators and pre-service teachers as cultural workers. Cultural workers foreground the cultural complexities of their situated experiences while aiming to produce cultures that transform prevailing inequalities and injustices in public education. Doctoral students are also cultural workers translating the world of academia and their role in it as they learn to educate teacher candidates. How doctoral candidates engage in this cultural work depends greatly on the degree to which their faculty mentors are able to reveal the contradictions and opportunities for expansive learning that co-exist within schools of education and individual departments such as curriculum and learning. This paper looks at this conundrum from the perspectives of a doctoral student and a senior faculty member.

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Section: The Cultural Work Of Teacher Educationmentioning

confidence: 99%

The Cultural Work of Teacher Education

Kozleski¹,

Handy

2017

Theory Into Practice

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“…Pese a que las ideas de raza y discapacidad han sido descritas como "ilusiones biológicas" que surgen de contextos culturales concretos (Everelles y Minear, 2010;McDermott y Varenne, 1995), estas ideas siguen estando firmemente ancladas en nuestras taxonomías cotidianas, en una sociedad siempre dispuesta a discriminar la diferencia (Artiles y Trent, 1994). En este artículo nos centramos en dos de las fuentes más importantes que configuran y nutren el mito del alumnado normal (Baglieri, Bejoian, Broderick, Connor y Valle, 2010) dentro de las escuelas, esto es, los parámetros estándar de funcionamiento considerados como normales (Artiles y Trent, 1994), y el ideal del blanco europeo (Reid y Knight, 2006).…”

Section: Revisión De La Literaturaunclassified

De la Diversidad a la Construcción de las Necesidades Educativas en las Aulas de Primaria: Un Análisis Interseccional desde el Caso Español

Paniagua

2017

Rev. latinoam. educ. inclusiva

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A partir de sus experiencias enseñando a tres niños y niñas identificados como "alumnado de necesidades educativas especiales" procedentes de familias lingüística, cultural y socioeconómicamente diversas, este artículo describe las ambigüedades a las que hacen frente varias maestras y maestros en relación con las necesidades de estos alumnos y alumnas. A través de las entrevistas y conversaciones mantenidas con estos profesionales se analiza la forma en las explicaciones "culturales" y "cognitivas" se relacionan y retroalimentan en sus narrativas. De este modo, el artículo muestra como una aproximación interseccional permite describir el carácter constituyente de unas necesidades que se creen a priori como objetivaseducación especial, diversidad cultural-, y como éstas se entremezclan para generar formas genuinas de entender y aproximar la diversidad en el aula. En conclusión, se propone entender la Educación Especial como un sistema que deriva significado de todos los ejes de diferencia, reafirmándolos, y que tiende a ocultar la forma en que las necesidades del alumnado son construidas al margen de la responsabilidad de la institución escolar.Descriptores: Educación especial, Diversidad cultural, España, Necesidades educativas.Using their teaching experiences with children identified as having special education needs of linguistically, culturally and socioeconomically diverse families, this paper describes the ambiguities teachers face when understanding the needs of these students. To this extent, the informal conversations and interviews with teachers carried out during the observation of three classrooms are used to analyze the way in which 'cultural' and 'biological' explanations are intertwined and underpin their narratives. The paper discusses how an intersectional analysis allows to describe the constituent character of needs that are seen as objectivespecial education, diversity-, and how these variables are mixed and produce new forms to understand the diversity in their classrooms. In conclusion, it is argued that special education may be understood as a system that derives meaning from all axes of difference, which are in turn reaffirmed, and which hides the way in which students' needs are constructed away from school's responsibility.Keywords: Special needs education, Cultural diversity, Spain, Educational needs. Esta investigación se realizó bajo el programa FPU 2010-2014 financiado por el Ministerio deEducación.

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“…Bu çalışmalar ve niceleri Sınıf Etnografyası ya da Eğitim Etnografyası alanında klasikleşmiş çalışmalar olarak günümüz araştırmalarına ışık tutmaya devam etmektedir (daha fazla örnek için bkz. Au & Kawakami, 1994;McDermott & Varenne, 1995;Michaels, 1981;Rist, 1972). Bu araştırmaların da gösterdiği çerçeveden yola çıkarak, günlük hayatın etkinliklerine katılım yeterliliğini, bir başka ifadeyle etkileşimsel yeterliliklerini köy ortamının geleneksel kültüründe edinmiş çocukların sınıflarda zorluk yaşaması olağandır ve beklenen bir durum olmalıdır.…”

Section: Problem Ve Amaçunclassified

A Qualitative Analysis of Classroom Culture and Participation Competence in an Early Childhood Setting

Yahşi¹

2017

ENAD

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To cite this article/Atıf için: Yahşi, Z. (2017). Erken çocukluk ortamında sınıf kültürü ve katılım yetkinliği üzerine nitel bir analiz. Eğitimde Nitel Araştırmalar 5(3), 297-316. www.enadonline.com DOI: 10.14689/issn.2148297-316. www.enadonline.com DOI: 10.14689/issn. -2624 Öz. Makalede güneyde bir ilimizdeki bir köy okulunda yürütülen geniş çaplı bir etnografik araştırmadan alınan problemli bir öğretmen-öğrenci etkileşimi analiz edilmektedir. Günümüz okul sınıflarında gerçekleşen eğitimin modern bir eğitim modeli olduğu ve ders etkinliklerinin modern yöntemlerle yürütüldüğü, dolayısıyla okul sınıflarının bu ortamlarda eğitim gören bireyler üzerinde modernleştirici etkisi olduğu, okullaşma ve modernleşme ilişkisiyle ilgili tarihi veriler çerçevesinde tartışılmaktadır. Ek olarak, okul sınıflarına geleneksel aile yapısından gelen çocuklarının modern etkileşim tarzlarıyla ilk kez okul sınıflarında karşılaşmalarına bağlı olarak evlerinden getirdikleri katılım yetkinliklerinin sınıf ortamlarında bir dezavantaja dönüşebildiği, bu durumun hem eğitim hem de modernleşme sürecini olumsuz etkilediği tartışılmaktadır. İkili arasındaki etkileşimin problemli sonuçlanması öğretmenin sınıfların kültürel düzenini ve gerekli katılım yetkinliklerini sorgulamaksızın kabullenme eğilimi göstermesiyle ilgili bulunmuştur. Modern kültüre mesafeli geçmişten gelen çocukların eğitim hayatlarının karmaşık bir sürece dönüşmemesi için öğretmen yetiştiren eğitim fakültelerinin ders programlarında eğitimin sosyal ve kültürel temellerine yönelik konulara yer verilmesinin gerekli olduğu tartışılmaktadır. Anahtar kelimeler: Modernleşme ve eğitim, geleneksel kültür, sınıf kültürü, etkileşimsel düzen, etkileşim yetkinliğiAbstract: In this paper, a teacher-student interaction that turns problematic is analyzed; data is collected ethnographically in a village school in a southern province. As the education model of contemporary classrooms is a model of modern education and unfolding activities of lessons follow modern methods, classrooms having modernizing effect on individuals is discussed within the framework of a historical background on relation between schooling and modernization. In addition, as the children from traditional family background encounter modern interactional forms for the first time in schools, their home brought interactional competencies turning into their disadvantage in classrooms and associated negative effects, on both education and modernization process, is discussed. The interaction between the two turning problematic is found to be related to teachers' taken-for-granted approach towards classroom order and competencies required for participation. It is proposed that teacher education programs need to include topics on social and cultural foundations to prevent the education of culturally distant children from becoming a complicated process.

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Culture as Disability

Cited by 315 publications

References 10 publications

The Cultural Work of Teacher Education

The Cultural Work of Teacher Education

De la Diversidad a la Construcción de las Necesidades Educativas en las Aulas de Primaria: Un Análisis Interseccional desde el Caso Español

A Qualitative Analysis of Classroom Culture and Participation Competence in an Early Childhood Setting

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