Is There a Context in This Class?
Shirley Brice Heath <ul><li>Use of questions at home had strong effect in school </li></ul><ul><li>Q1 vs. A1 questions  </...
Cultural Capital <ul><li>Pierre Bourdieu, French (1930-2002) </li></ul><ul><li>High-status cultural symbols </li></ul><ul>...
Speech Codes <ul><li>Basil Bernstein, British (1924-2000) </li></ul><ul><li>Universalistic meanings (“linguistically expli...
The two codes in real life <ul><li>(Middle class) “Three boys are playing football and one boy kicks the ball and it goes ...
Concerted Cultivation <ul><li>Annette Lareau, American </li></ul><ul><li>“ Concerted cultivation” vs. “accomplishment of n...
A magic wand? <ul><li>“ We passed a stimulus package. People are going to be getting checks in the month of May. Maybe the...
Situated learning <ul><li>Conceptual learning a tool, not an end </li></ul><ul><li>“ School culture” vs. “authentic cultur...
Vocabulary acquisition <ul><li>Contextual </li></ul><ul><li>Sequential (“root words”) </li></ul><ul><li>The Matthew effect...
Some Shakespearean examples <ul><li>Come, seeling night, Scarf up the tender eye of pitiful day, And with thy bloody and i...
<ul><li>Conte(x/n)t </li></ul>
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Is There A Context In This Class

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  • This presentation was written and narrated by David Golann for a group project on education (Human Information Behavior -- Spring 2010).
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Is There A Context In This Class

  1. 1. Is There a Context in This Class?
  2. 2. Shirley Brice Heath <ul><li>Use of questions at home had strong effect in school </li></ul><ul><li>Q1 vs. A1 questions </li></ul>
  3. 3. Cultural Capital <ul><li>Pierre Bourdieu, French (1930-2002) </li></ul><ul><li>High-status cultural symbols </li></ul><ul><li>Capital is a durable resource </li></ul><ul><li>Transmission is domestic and disguised </li></ul><ul><li>Unequally distributed--and therefore valuable </li></ul><ul><li>“ The notion of cultural capital initially presented itself to me, in the course of research, as a theoretical hypothesis which made it possible to explain the unequal scholastic achievement of children originating from the different social classes by relating academic success… to the distribution of cultural capital between the classes….” </li></ul><ul><ul><li>Bourdieu, “The Forms of Capital” </li></ul></ul>
  4. 4. Speech Codes <ul><li>Basil Bernstein, British (1924-2000) </li></ul><ul><li>Universalistic meanings (“linguistically explicit,” “context-independent”) vs. particularistic meanings (“linguistically implicit,” “context-dependent”) </li></ul><ul><li>Elaborated code vs. restricted code </li></ul><ul><li> Bernstein, “Social Class, Language, and Socialization” </li></ul>
  5. 5. The two codes in real life <ul><li>(Middle class) “Three boys are playing football and one boy kicks the ball and it goes through the window the ball breaks the window and boys are looking at it and a man comes out and shouts at them because they’ve broken the window so thy run away and then that lady looks out of her window and she tells the boys off.” </li></ul><ul><li>(Working class) “They’re playing football and he kicks it and it goes through there it breaks the window and they’re looking at it and he comes out and shouts at them because they’ve broken it so they run away and then she looks out and she tells them off.” </li></ul>
  6. 6. Concerted Cultivation <ul><li>Annette Lareau, American </li></ul><ul><li>“ Concerted cultivation” vs. “accomplishment of natural growth” </li></ul><ul><li>“ Emerging sense of entitlement” </li></ul><ul><li>Lareau, “Invisible Inequality: Social Class and Childrearing in Black Families and White Families” </li></ul>
  7. 7. A magic wand? <ul><li>“ We passed a stimulus package. People are going to be getting checks in the month of May. Maybe they’ll help boost the economy a little bit. But there’s no magic wand here that can be waved.” </li></ul><ul><li>-John McCain, April 5, 2008 (WSJ) </li></ul><ul><li>“ The US is going to be powerfully and fervently engaged in this process. That doesn’t mean that anyone should be thinking that the US can ride in on a white horse and make it work, because it can’t. What we can do is return to the table with energy and commitment, and commitment to science and pragmatism to getting a deal that will be doable. We are all going to have to do this together. We don’t have a magic wand.” </li></ul><ul><li>-Todd Stern, President Obama’s special envoy on climate change, March 29, 2009 (London Times) </li></ul>
  8. 8. Situated learning <ul><li>Conceptual learning a tool, not an end </li></ul><ul><li>“ School culture” vs. “authentic culture” </li></ul><ul><li>“ In today's high-tech, graphically rich world, we now have almost limitless opportunities to teach and learn through immersion. We can build simulation models of cities, historic events, atomic structures, biological and mechanical systems, to name just a few.” - JS Brown </li></ul>
  9. 9. Vocabulary acquisition <ul><li>Contextual </li></ul><ul><li>Sequential (“root words”) </li></ul><ul><li>The Matthew effect </li></ul><ul><li>Golann’s unrandomized, single-blinded, partially controlled clinical study (results do not reach significance) </li></ul><ul><li>Nagy and Herman, “Breadth and Depth of Vocabulary Knowledge: Implications for acquisition and Instruction”; Anglin, Vocabulary Development: A Morphological Analysis ; Biemiller and Slonin, “Estimating Root Word Vocabulary Growth in Normative and Advantaged Populations: Evidence for a Common Sequence of Vocabulary Acquisition”; Levine, Levine, Levine, eds., Vocabulary for the College-Bound Student . </li></ul>
  10. 10. Some Shakespearean examples <ul><li>Come, seeling night, Scarf up the tender eye of pitiful day, And with thy bloody and invisible hand Cancel and tear to pieces that great bond Which keeps me pale! Light thickens, and the crow Makes wing to the rooky wood. </li></ul><ul><li>- Macbeth, III.2 of one whose subdued eyes, Albeit unused to the melting mood, Drop tears as fast as the Arabian trees Their medicinal gum. - Othello V.5 </li></ul>
  11. 11. <ul><li>Conte(x/n)t </li></ul>

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