View Content #381
| Contentid | 381 |
|---|---|
| Content Type | 1 |
| Title | Diversity in Bilingual and Special Education |
| Body | From: "Hsiao Liu" Theoretical and ethnographic perspectives on diversity are explored in the summer 2003 issue of Harvard Educational Review (Volume 73, 2). Two articles are featured: -- "Developing Cultural Fluency: Arab and Jewish Students Engaging in One Another's Company," by Jocelyn Anne Glazier, describes how cultural understandings developed between Arab and Jewish first graders during the first year of a bilingual/bicultural school in Israel. Glazier conducted an ethnographic study within the school, collecting data on teacher- and student-initiated cross-cultural experiences through videotaping and field notes. Her findings suggest that "[i]ndividuals must engage in ongoing, meaningful, and shared tasks in order to develop cultural fluency" (p. 159). Incorporating such tasks into the curriculum, Glazier argues, although complicated and controversial, is necessary if cross-cultural learning is to go beyond the superficial. -- In "Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space," Vanderbilt University professor Alfredo Artiles discusses the complexity of two issues prevalent in special education literature: overrepresentation and inclusion of diverse students. Both issues, Artiles argues, "...are ultimately about how educators and educational systems deal with 'difference' in politically and culturally charged contexts" (p. 194). Neither perspective is sufficient to support a truly pluralistic vision of education. The author calls for disability and special education research that takes into account additional perspectives, including differing definitions of disability across cultures and over time. Harvard Educational Review is a quarterly journal published by: Harvard Graduate School of Education 8 Story Street, 5th Floor, Cambridge MA 02138-3752 Tel: (800) 513-0763 Fax: (617) 496-3584 Email: hepg@harvard.edu Web: http://gseweb.harvard.edu/hepg |
| Source | Harvard Educational Review (Volume 73, 2) |
| Inputdate | 2003-07-16 12:35:00 |
| Lastmodifieddate | 2003-07-16 12:35:00 |
| Expdate | Not set |
| Publishdate | Not set |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
