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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Thanks, Mike. I should have done a search before conjecturing. Why is it that I see my writing/thinking better once it is out of my hand?! On Mon, Dec 14, 2009 at 8:47 AM, mike cole <lchcmike@gmail.com> wrote: > Yuan, and those interested in pursuing the Gratier et al > paper discussion. Below are two references with further background on the > program. Unfortunately, they are in books and not obtainable online. Note > in > the second entry that the term, Bridging cultures has a copyright symbol > next to it. If Jean Lave had copyrighted "communities of practice" she > would > be a rich woman today! > mike > > *Bridging* cultures between home and school: A guide for teachers: With a > special focus on immigrant Latino families. > Author Trumbull, > > Elise<p_search_form.php?field=au&query=trumbull+elise&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0> > 1; Rothstein-Fisch, > > Carrie<p_search_form.php?field=au&query=rothstein+fisch+carrie&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>; > *Greenfield*, *Patricia* > > M.<p_search_form.php?field=au&query=greenfield+patricia+m&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0>; > Quiroz, > Blanca<p_search_form.php?field=au&query=quiroz+blanca&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0> > Affiliation (1)WestEd, Culture & Language in Education Program, San > Francisco, CA, US > Source Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers. (2001) > xxi, 172 pp.(From the preface) Presents a framework for understanding > differences between the values of cultures based on "individualism" and > those based on "collectivism". This framework is helpful for teachers who > work with Latino (and other) immigrant children who are forced to move > daily > between a more collectivistic value system at home and the more > individualistic value system of the dominant culture represented in school. > The framework also helps teachers, schools, and parents prevent > cross-cultural conflicts of both a covertly and overt nature. > > > *Bridging* Cultures® in parent conferences: Implications for school > psychology. > Monograph Title Handbook of multicultural school psychology: An > interdisciplinary perspective. > Author Trumbull, > > Elise<p_search_form.php?field=au&query=trumbull+elise&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0> > 1; *Greenfield*, *Patricia* > > M.<p_search_form.php?field=au&query=greenfield+patricia+m&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0> > 2; Rothstein-Fisch, > > Carrie<p_search_form.php?field=au&query=rothstein+fisch+carrie&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0> > 1; Quiroz, > Blanca<p_search_form.php?field=au&query=quiroz+blanca&log=literal&SID=9nfhtal8bs6tlfap0pfog6pen0> > 3 > Affiliation (1)California State University, Northridge, CA, US; > (2)University of California, Los Angeles, CA, US; (3)Texas A&M University, > College Station, TX, US > Source Esquivel, Giselle B.; Lopez, Emilia C.; Nahari, Sara G. (2007). > Handbook of multicultural school psychology: An interdisciplinary > perspective. (pp. 615-636). Mahwah, NJ, US: Lawrence Erlbaum Associates > Publishers. xxvii, 747 pp.(Created by APA) In this chapter, we discuss how > one of the most common forms of parent involvement in children's > schooling--the parent conference--is an opportunity to examine the role of > culture in home-school relationships. We draw on sociocultural theory, > teacher research, and the collaborative action research of the Bridging > Cultures® Project to show how conferences between school staff and families > can be more effective when school professionals have a deeper understanding > of both the culture of school and the cultures of the families they serve > > On Sun, Dec 13, 2009 at 11:12 PM, yuan lai <laiyuantaiwan@gmail.com> > wrote: > > > Michael, the example illustrates well Bourdieu's forms of capital, as you > > have elucidated for me. Imposters like the Salahis will eventually be > > exposed unless and until they learn to acquire the language, the posture, > > the experience of being part of that community. Or would they, but for > the > > intense curiosity of the mass media? > > > > I'm thinking of revisiting the article by Gratier et al. with perhaps my > > understanding of cultural and symbolic capital, and with Jay's article, a > > few days late (currently I'm trying to finish a portion of my > > dissertation). > > For now, I'm just thinking that the Bridging Cultures program Gratier et > > al. > > describe seems not so much as increasing the cultural capital of the > > teachers (seven bilingual English-Spanish teachers, who received the > > training program) as perhaps activating the Hispanic side of their > cultural > > capital, within their classrooms. The teachers are bilingual and I > presume > > they are bicultural. Just a thought. > > > > P.S. The story of Liu Ling is part of the book, Shi Shuo Xin Yu, which > has > > been translated into English: > > http://www.press.umich.edu/titleDetailDesc.do?id=19860 > > It is, as the website says, "a collection of anecdotes, short > > conversations, > > and pithy observations on personalities who lived in China between about > > 150 > > and 420 A.D." Maybe I'd have occasions to pull some information from the > > book at future xmca posts. There certainly are many learning > opportunities > > here; I think I'm sticking around :-) > > > > Yuan > > > > On Thu, Dec 10, 2009 at 12:18 PM, Michael Glassman < > MGlassman@ehe.osu.edu > > >wrote: > > > > > > > > > > > In case anybody is interested, this article is an incredible example of > > the > > > relationship between the Bourdieu's forms of capital - cultural, > social, > > > economic and symbolic - especially the relationship between cultural > > capital > > > and symbolic capital. > > > > > > http://www.nytimes.com/2009/12/10/fashion/10crashers.html?_r=1 > > > > > > Bourdieu certainly does give you a lot to think about. > > > > > > Michael > > > > > > _______________________________________________ > > > xmca mailing list > > > xmca@weber.ucsd.edu > > > http://dss.ucsd.edu/mailman/listinfo/xmca > > > > > > > > _______________________________________________ > > xmca mailing list > > xmca@weber.ucsd.edu > > http://dss.ucsd.edu/mailman/listinfo/xmca > > > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca