Schooling in the modern world has a multiple agenda: the promotion of economic progress, the transmission of culture from generation to generation, and the cultivation of children's intellectual and moral development. Originally published in 1993, this book explores the difficulties of achieving a synthesis of these objectives, in a case study of a rural African community. The analysis contrasts the indigenous perspective on child development with the formal educational model of cognitive growth. Teachers in the local primary school are shown to face the challenge of bicultural mediation, and the significance of schooling is discussed for each of the diverse individuals of the study in terms of his or her own reflections and interpretations. Two different attempts to activate a local dialogue about the school as a community resource are described and the implications for approaches to educational planning are explored.
Literacy is one of the most highly valued cultural resources of contemporary American society, yet far too many children in the nation's cities leave school without becoming sufficiently literate. This book reports the results of a five-year longitudinal study in the city of Baltimore, Maryland, tracing literacy development from pre-kindergarten through third-grade for a sample of children from low and middle income families of European and African heritage. The authors examined the intimate culture of each child's home, defined by a confluence of parental beliefs, recurrent activities, and interactive processes, in relation to children's literacy competencies. Also examined were teacher beliefs and practices, and connections between home and school. With its broad-based consideration of the contexts of early literacy development, the book makes an important contribution to understanding how best to facilitate attainment of literacy for children from diverse backgrounds.
Literacy is one of the most highly valued cultural resources of contemporary American society, yet far too many children in the nation's cities leave school without becoming sufficiently literate. This book reports the results of a five-year longitudinal study in the city of Baltimore, Maryland, tracing literacy development from pre-kindergarten through third-grade for a sample of children from low and middle income families of European and African heritage. The authors examined the intimate culture of each child's home, defined by a confluence of parental beliefs, recurrent activities, and interactive processes, in relation to children's literacy competencies. Also examined were teacher beliefs and practices, and connections between home and school. With its broad-based consideration of the contexts of early literacy development, the book makes an important contribution to understanding how best to facilitate attainment of literacy for children from diverse backgrounds.
