Cultural Education-Cultural Sustainability
Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies
Price: $49.95
Add to Cart- ISBN: 978-0-415-99590-0
- Binding: Paperback (also available in Hardback)
- Published by: Routledge
- Publication Date: 9th July 2008
- Pages: 448
This title is available at our discretion as an Examination Copy to qualified adopters:
About the Book
This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. Particular attention is given to groups that use educational elements other than second-language teaching alone in programs to sustain their particular cultural traditions. The focus of the book on cultural sustainability changes the nature of questions posed in multicultural education from those that address the opening of boundaries to issues of preserving boundaries in an open yet sustainable way.
As forced and elective immigration trends are changing the composition of societies and the educational systems within them -- bringing a rich diversity of cultural experience to the teaching/learning process -- diaspora, indigenous, and minority groups are looking more and more for ways to sustain their cultures in the context of wider socio-political influences. This volume is a first opportunity to consider critically multicultural efforts in dialogue with educational options that are culturally particularistic but at the same time tolerant.
Academics will find this an excellent reference book. Practitioners will draw inspiration in learning of others’ efforts to sustain cultures, and will engage in critical reflection on their own work vis-à-vis that of others. Teachers will realize they do not stand alone in their educational efforts and will uncover new strategies and methodologies through which to approach their work.
Table of Contents
@contents: Selected Contents:
Contributors
Preface & Acknowledgements
Zvi Bekerman & Ezra Kopelowitz
Introduction
Zvi Bekerman & Ezra Kopelowitz
Part I) The State as a Determining Factor for Cultural Sustainability
(1) Muslim School in England and the Netherlands: Sustaining Cultural Continuity
Geoffrey Walford
(2) The Catch 22 of Categorization: Soviet Jews, Caucasus Jews and Dilemmas of Multiculturalism in Israel
Chen Bram
(3) Achieving Cultural Sustainability?: The Phenomenon of Jewish and Muslim Schools in England and Wales
Marie Parker-Jenkins
(4) Education and Cultural Sustainability for the Minority People in China: Challenges in the Era of Economic Reform and Globalization
Jing Lin
(5) Cultural Sustainability: An Ethnographic Case Study of a Mongol High School in China
Bing Wang
(6) The Hidden Curriculum of Assimilation in Modern Chinese Education: Fuelling Indigenous Tibetan and Uygur Cessation Movements
Seonaigh MacPherson & Gulbahar H. Beckett
Part II) Communal Infrastructure and Cultural Sustainability in Different National Contexts
(7) Agents of Socialization: The Educational Agenda of Basque Centers in Basque Transnational Communities
Gloria Totoricagüena
(8) Korean Exceptionalism?: History, Culture, Politics, and Ethnic Relations in Northeast China
Sheena Choi
(9) Born with Gold in Your Mouth: Maintaining Identity in Australian Coptic Orthodox Young Adults
Richard Rymarz & Marian de Souza
(10) Retaining Ethnic Identity: The Armenians in Bulgaria
Mari Firkatian
Part III) Formal Educational Institutions and the Battle against the Hegemony of Liberal Culture
Section 1— Formal Education and the Reconstruction of Group Culture
(11) Race and Minority Schooling in Canada: Dealing with Questions of Equity and Access in Education
George J. Sefa Dei
(12) Reversing Deculturalization for Better or for Worse: Teaching Hawaiian Culture in Public Schools
Gay Garland-Reed
(13) The Land is the First Teacher: The Indigenous Knowledge Instructors’ Program
Celia Haig-Brown & Kaaren Dannenmann
Section 2— The Limits and Possibilities of Schools as Counter Cultural Agents
(14) Old Order Amish Private Schools: Preparing Children and Preserving Community
Karen M. Johnson-Weiner
(15) Arguments as Venues for Cultural Education: A Comparison of Epistemic Practices at General and Religious Schools in Israel
Eli Gottlieb
(16) "Dorks with Yarmulkes": An Ethnographic Inquiry Into the Surprised Embrace of Parochial Day Schools by Liberal American Jews
Alex Pomson
(17) The Unintended Consequence of Liberal Jewish Schooling: A Comparative Study of the Teaching of Jewish Texts for the Purpose of Cultural Sustainability
Zvi Bekerman & Ezra Kopelowitz
Part IV) Everyday Life and the Medias of Cultural Transmission
(18) Singing the Stories of Diaspora Jewish Identity in Canada
Joi Freed-Garrod
(19) New Worlds, Old Values: Cultural Maintenance in Asian Indian Women Immigrants’ Narratives
M. Gail Hickey
(20) Cyberspace and Ethnic Identities: the Creation of Virtual Communities.
The Case of Italy
Lucia Clark
Part V) CE<>CS: The Parameters of Cultural Dialogue in the Context of Hegemony
(21) Cultural Education and The Paradigm of Recognition
Plamen Makariev
(22) Embracing Complexity – Some Concluding Remarks
Zvi Bekerman & Ezra Kopelowitz
About the Authors
Index
About the Author(s)
Zvi Bekerman teaches anthropology of education at the School of Education and the Melton Center for Jewish Education, Hebrew University of Jerusalem. His main interests are in the study of cultural, ethnic and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts.
Dr. Ezra Kopelowitz is the Founder and CEO of Research Success Technologies in Israel and holds a Ph.D. in Sociology from the Hebrew University of Jerusalem. He served as Director of Research of the Department of Education in the Jewish Agency for Israel and currently serves as a research consultant to the Jewish Agency and Panim for Jewish Renaissance in Israel. Dr. Kopelowitz has over 10 years of experience as a lecturer and researcher and has published extensively in areas of sociology, Israel-Diaspora relations, Israeli politics, and Jewish education. He has also worked closely on cooperative projects with nonprofit, educational and academic institutions.
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