Feminism

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Twynham School, Dorset, UK

Technology Education

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Gloria Ladson-Billings But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy FOR THE PAST 6 YEARS I have been engaged in research with excellent teachers of African American students (see, for example, Ladson-Billings, 1990, 1992b, 1992c, 1994). Given the dismal academic performance of many African American students (The College Board, 1985), I am not surprised that various administrators, teachers, and teacher educators have asked me to share and discuss my findings so that they might incorporate them in their work. One usual response to what I share is the comment around which I have based this article, "But, that's just good teaching!" Instead of some "magic bullet" or intricate formula and steps for instruction, some members of my audience are shocked to hear what seems to them like some rather routine teaching strategies that are a part of good teaching. My response is to affirm that, indeed, I am describing good teaching, and to question why so little of it seems to be occurring in the classrooms populated by African American students. The pedagogical excellence I have studied is good teaching, but it is much more than that. This article is an attempt to describe a pedagogy I have come to identify as "culturally relevant" (Ladson- Billings, 1992a) and to argue for its centrality in the academic success of African American and other children who have not been well served by our nation's public schools. First, I provide some background information about Gloria Ladson-Billings is associate professor of education at the University of Wisconsin-Madison. THEORY lNTO PRACTICE, Volume 34, Number 3, Summer 1995 Copyright 1995 College of Education, The Ohio State University 0040-5841/95$1.25 other attempts to look at linkages between school and culture. Next, I discuss the theoretical grounding of culturally relevant teaching in the context of a 3- year study of successful teachers of African American students. I conclude this discussion with further examples of this pedagogy in action. Linking Schooling and Culture Native American educator Cornel Pewewardy (1993) asserts that one of the reasons Indian children experience difficulty in schools is that educators traditionally have attempted to insert culture into the education, instead of inserting education into the culture. This notion is, in all probability, true for many students who are not a part of the White, middle-class mainstream. For almost 15 years, anthropologists have looked at ways to develop a closer fit between students' home culture and the school. This work has had a variety of labels including "culturally appropriate" (Au & Jordan, 1981), "culturally congruent" (Mohatt & Erickson, 1981), "culturally responsive" (Cazden & Leggett, 1981; Erickson & Mohatt, 1982), and "culturally compatible" (Jordan, 1985; Vogt, Jordan, ...

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Yuming Liu 1630005 Professor Arthur Writ 2-Essay One Oct 31,2018 Xxx Hi Katharine Mitchell, I am Jessica Waldorf, a scholar research in Sex and Gender for 5 years, who just travel to Santa Cruz. And I write this paper for suggesting that UCSC should add a new major or some courses for students, which deal with the topic of Sex and Gender. Over the last couple of years, significant changes have taken place in the world. As the world has entered the “Internet Age”, it has changed the entire face of the world, how life used to be and how things are right now. With this border context, some emerging problems which might be only cared for by a small group of people might evolve a heated discussion. Nowadays, with more and more incident and city news came out, like Harvey Weinstein’s and Trump’s sexual harassment news, more and more people start to care about “Sex and Gender” problems. What’s more, recently, in the scientific community, interdisciplinary research become a general trend of subject development. Because of this, the research of “Sex and Gender” as a cross-disciplinary subject must have more and more scientists to commit. The importance of Sex and Gender research can also be understood by the statement of Carol Colaterlla who is the associate dean at the Ivan Allen CLA and also co-director of the Center for the Study of Technology at the Georgia Institute of Technology, “Gender students as a field illustrates the potential of interdisciplinary scholarship in today’s scientific and technical university” (Carol, 2014). How can we miss the chance to build up such a subject, which is popular and have scientific research value, in such a beautiful campus? In the United States, sex and gender education has always remained a hot debate or issue. “While the debate about sex and gender studies are mostly related to grad school and high school, there were rarely any talk about the discussion of sex and gender course at the collegiate level or graduation level” (Sollie, Donna & Kaetz, 1992). This actually tells a lot about as educationists and as a nation, we have failed to understand the importance of this education for students and how it will help them in the rest of their lives. Because of the resource available nowadays, there remains no reason why gender and sex courses should not become a part of educational institutions and teach to students. This is a humble effort of convincing the school to include gender and sex courses in their curriculum and play their part in educating students and prepare them for life completely. It should be taught as an essential course to all students – regardless of their fields. Just like language composition, report writing and math is taught to every student, sex and gender courses should also be introduced in the school. This task can be accomplished by creating multiple courses that meet the health science general education requirements. Although, we are always debate about when sex education shoul.

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