Conceptualizing Cultural and Racialized Process in Learning: Special Topic Issue: Human Development 2012, Vol. 55, No. 5-6
8 Angebote vergleichen
Preise | 2013 | 2014 | 2015 | 2019 |
---|---|---|---|---|
Schnitt | € 33,00 | € 31,49 | € 23,15 | € 40,89 |
Nachfrage |
1
Conceptualizing Culture Race in the Process of Learning
DE PB NW
ISBN: 9783318023268 bzw. 3318023264, in Deutsch, Karger, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
buecher.de GmbH & Co. KG, [1].
Each article in this theme issue offers a unique perspective on the relation between race, culture, and learning. Discussed are theories of framing to argue that current treatments of culture, race, and learning lack attention to the broader social features through which power structures and hierarchies are enacted. The task of conceptualizing the culture and racialized nature of participation in learning settings is reviewed, as are the ways that students are supported or constrained in these cultural learning pathways. Also discussed are the ways that racial storylines inform our collective notions of who can be a student and how racial storylines about academies are enacted and contested in classrooms. The intersections of specific core disciplinary phenomena as they are typically taken up in schooling environments are reviewed, as well as the three types of identities (disciplinary identity, racial identity, and academic identity ), which are viewed as imperative to understanding the interdependence of marginalized students disciplinary content learning and identity construction. This theme issue is concluded by two commentaries by leading scholars of culture and learning, Mike Cole and Carol Lee.2013. 116 S. w. col. figs. and 2 tabs. 252 mmSofort lieferbar, Softcover.
buecher.de GmbH & Co. KG, [1].
Each article in this theme issue offers a unique perspective on the relation between race, culture, and learning. Discussed are theories of framing to argue that current treatments of culture, race, and learning lack attention to the broader social features through which power structures and hierarchies are enacted. The task of conceptualizing the culture and racialized nature of participation in learning settings is reviewed, as are the ways that students are supported or constrained in these cultural learning pathways. Also discussed are the ways that racial storylines inform our collective notions of who can be a student and how racial storylines about academies are enacted and contested in classrooms. The intersections of specific core disciplinary phenomena as they are typically taken up in schooling environments are reviewed, as well as the three types of identities (disciplinary identity, racial identity, and academic identity ), which are viewed as imperative to understanding the interdependence of marginalized students disciplinary content learning and identity construction. This theme issue is concluded by two commentaries by leading scholars of culture and learning, Mike Cole and Carol Lee.2013. 116 S. w. col. figs. and 2 tabs. 252 mmSofort lieferbar, Softcover.
2
Human Development: Vol.55/5-6 Conceptualizing Culture and Race in the Process of Learning
DE NW
ISBN: 9783318023268 bzw. 3318023264, in Deutsch, Karger, neu.
Lieferung aus: Deutschland, sofort lieferbar.
mit farbigen AbbildungenEd. by Na'ilah S. Nasir and Megan Bang, Each article in this theme issue offers a unique perspective on the relation between race, culture, and learning. Discussed are theories of framing to argue that current treatments of culture, race, and learning lack attention to the broader social features through which power structures and hierarchies are enacted. The task of conceptualizing the culture and racialized nature of participation in learning settings is reviewed, as are the ways that students are supported or constrained in these cultural learning pathways. Also discussed are the ways that racial storylines inform our collective notions of who can be a student and how racial storylines about academies are enacted and contested in classrooms. The intersections of specific core disciplinary phenomena as they are typically taken up in schooling environments are reviewed, as well as the three types of identities (disciplinary identity, racial identity, and academic identity ), which are viewed as imperative to understanding the interdependence of m.
mit farbigen AbbildungenEd. by Na'ilah S. Nasir and Megan Bang, Each article in this theme issue offers a unique perspective on the relation between race, culture, and learning. Discussed are theories of framing to argue that current treatments of culture, race, and learning lack attention to the broader social features through which power structures and hierarchies are enacted. The task of conceptualizing the culture and racialized nature of participation in learning settings is reviewed, as are the ways that students are supported or constrained in these cultural learning pathways. Also discussed are the ways that racial storylines inform our collective notions of who can be a student and how racial storylines about academies are enacted and contested in classrooms. The intersections of specific core disciplinary phenomena as they are typically taken up in schooling environments are reviewed, as well as the three types of identities (disciplinary identity, racial identity, and academic identity ), which are viewed as imperative to understanding the interdependence of m.
3
Human Development: Conceptualizing Culture and Race in the Process of Learning (2013)
DE PB NW
ISBN: 9783318023268 bzw. 3318023264, in Deutsch, Karger, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandkostenfrei.
Syndikat Buchdienst, [4235284].
Each article in this theme issue offers a unique perspective on the relation between race, culture, and learning. Discussed are theories of framing to argue that current treatments of culture, race, and learning lack attention to the broader social features through which power structures and hierarchies are enacted. The task of conceptualizing the culture and racialized nature of participation in learning settings is reviewed, as are the ways that students are supported or constrained in these cultural learning pathways. Also discussed are the ways that racial storylines inform our collective notions of who can be a student and how racial storylines about academies are enacted and contested in classrooms. The intersections of specific core disciplinary phenomena as they are typically taken up in schooling environments are reviewed, as well as the three types of identities (disciplinary identity, racial identity, and academic identity ), which are viewed as imperative to understanding the interdependence of marginalized students disciplinary content learning and identity construction. This theme issue is concluded by two commentaries by leading scholars of culture and learning, Mike Cole and Carol Lee. Taschenbuch / Paperback.
Syndikat Buchdienst, [4235284].
Each article in this theme issue offers a unique perspective on the relation between race, culture, and learning. Discussed are theories of framing to argue that current treatments of culture, race, and learning lack attention to the broader social features through which power structures and hierarchies are enacted. The task of conceptualizing the culture and racialized nature of participation in learning settings is reviewed, as are the ways that students are supported or constrained in these cultural learning pathways. Also discussed are the ways that racial storylines inform our collective notions of who can be a student and how racial storylines about academies are enacted and contested in classrooms. The intersections of specific core disciplinary phenomena as they are typically taken up in schooling environments are reviewed, as well as the three types of identities (disciplinary identity, racial identity, and academic identity ), which are viewed as imperative to understanding the interdependence of marginalized students disciplinary content learning and identity construction. This theme issue is concluded by two commentaries by leading scholars of culture and learning, Mike Cole and Carol Lee. Taschenbuch / Paperback.
4
/ Bang | Conceptualizing Cultural and Racialized Process in Learning | S. Karger | 2013
~EN NW
ISBN: 9783318023268 bzw. 3318023264, vermutlich in Englisch, S. Karger, neu.
Each article in this theme issue offers a unique perspective on the relation between race, culture, and learning. Discussed are theories of framing to argue that current treatments of culture, race, and learning lack attention to the broader social features through which power structures and hierarchies are enacted. The task of conceptualizing the culture and racialized nature of participation in learning settings is reviewed, as are the ways that students are supported or constrained in these cultural learning pathways. Also discussed are the ways that racial storylines inform our collective notions of who can be a student and how racial storylines about academies are enacted and contested in classrooms. The intersections of specific core disciplinary phenomena as they are typically taken up in schooling environments are reviewed, as well as the three types of identities (disciplinary identity, racial identity, and academic identity ), which are viewed as imperative to understanding the interdependence of marginalized students disciplinary content learning and identity construction. This theme issue is concluded by two commentaries by leading scholars of culture and learning, Mike Cole and Carol Lee.
5
/ Bang | Conceptualizing Cultural and Racialized Process in Learning | S.Karger | 2013
DE NW
ISBN: 9783318023268 bzw. 3318023264, in Deutsch, S.Karger, neu.
Each article in this theme issue offers a unique perspective on the relation between race, culture, and learning. Discussed are theories of framing to argue that current treatments of culture, race, and learning lack attention to the broader social features through which power structures and hierarchies are enacted. The task of conceptualizing the culture and racialized nature of participation in learning settings is reviewed, as are the ways that students are supported or constrained in these cultural learning pathways. Also discussed are the ways that racial storylines inform our collective notions of who can be a student and how racial storylines about academies are enacted and contested in classrooms. The intersections of specific core disciplinary phenomena as they are typically taken up in schooling environments are reviewed, as well as the three types of identities (disciplinary identity, racial identity, and academic identity ), which are viewed as imperative to understanding the interdependence of marginalized students disciplinary content learning and identity construction. This theme issue is concluded by two commentaries by leading scholars of culture and learning, Mike Cole and Carol Lee.
6
Symbolbild
Conceptualizing Cultural and Racialized Process in Learning: Special Topic Issue: Human Development 2012, Vol. 55, No. 5-6 (2013)
DE PB NW FE
ISBN: 9783318023268 bzw. 3318023264, Band: 55, in Deutsch, S Karger Ag, Taschenbuch, neu, Erstausgabe.
Von Händler/Antiquariat, Revaluation Books [2134736], Exeter, DEV, United Kingdom.
1st edition. 116 pages. 9.80x6.90x0.20 inches. In Stock.
1st edition. 116 pages. 9.80x6.90x0.20 inches. In Stock.
7
Conceptualizing Cultural and Racialized Process in Learning: Special Topic Issue: Human Development 2012, Vol. 55, No. 5-6 (2013)
EN PB NW FE
ISBN: 9783318023268 bzw. 3318023264, Band: 55, in Englisch, 116 Seiten, S. Karger, Taschenbuch, neu, Erstausgabe.
Lieferung aus: Deutschland, Der Artikel ist bald verfügbar. Sichern Sie sich jetzt Ihr Exemplar! Versandkostenfrei.
Von Händler/Antiquariat, Amazon Global Store US.
Taschenbuch, Ausgabe: 1, Label: S. Karger, S. Karger, Produktgruppe: Book, Publiziert: 2013-01-08, Studio: S. Karger.
Von Händler/Antiquariat, Amazon Global Store US.
Taschenbuch, Ausgabe: 1, Label: S. Karger, S. Karger, Produktgruppe: Book, Publiziert: 2013-01-08, Studio: S. Karger.
8
Conceptualizing Cultural and Racialized Process in Learning: Special Topic Issue: Human Development 2012, Vol. 55, No. 5-6 (2013)
EN PB NW FE
ISBN: 9783318023268 bzw. 3318023264, Band: 55, in Englisch, 116 Seiten, S. Karger, Taschenbuch, neu, Erstausgabe.
Lieferung aus: Deutschland, Der Artikel ist bald verfügbar. Sichern Sie sich jetzt Ihr Exemplar! Versandkostenfrei.
Von Händler/Antiquariat, Amazon Global Store US.
Taschenbuch, Ausgabe: 1, Label: S. Karger, S. Karger, Produktgruppe: Book, Publiziert: 2013-01-08, Studio: S. Karger.
Von Händler/Antiquariat, Amazon Global Store US.
Taschenbuch, Ausgabe: 1, Label: S. Karger, S. Karger, Produktgruppe: Book, Publiziert: 2013-01-08, Studio: S. Karger.
Lade…