Frameworks, Concepts, Theories, Other

Question 1

Difference Approaches

Answer 1

Viewing the languages, literacies, and cultural ways of being of students and communities of color as equal to, but different from, the ways demanded and legitimated in school teaching and learning. The goal was to bridge toward the dominant with little attention to maintaining heritage of students.

Question 2

Funds of Knowledge

Answer 2

Historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being. These can be used in formal learning.

Question 3

Third Space concept

Answer 3

a “curriculum and its pedagogy [that] are grounded in the historical and current particulars of students’ everyday lives, while at the same time oriented toward an imagined possible future. Scientific Equity.

Question 4

Resource Pedagogies

Answer 4

Repositioned the linguistic, cultural, and literate practices of poor communities as resources to honor, explore, and extend in accessing Dominant American English language and literacy skills and other White, middle-class dominant cultural norms of acting and being that are demanded in schools.

Question 5

Deficit Approaches

Answer 5

Prominent in 1960s and 1970s, viewed the languages,
literacies, and cultural ways of being of many students and communities of color as deficiencies to be overcome in learning

Question 6

Praxis

Answer 6

Practice (based in theory)

Question 7

Culturally Sustaining Pedagogy

Answer 7

An improvement on CRP (Relevant or Responsive). Requires that our pedagogies be more than responsive of or relevant to the cultural experiences and practices of young people—it requires that they support young people in sustaining the cultural and linguistic competence of their communities while simultaneously offering access to dominant cultural competence

Question 8

External Colonialism

Answer 8

(AKA Exogenous or Exploitation Colonization)

Expropriation of another country’s indigenous goods, land, and bodies for colonizer

Question 9

Internal Colonialism

Answer 9

Biopolitical and Geopolitical management of people, land, flora, and fauna within the borders of an imperialist nation

(Ex: prisons, ghettos, minoritizing, schooling, policing)

Question 10

Settler Colonialism

Answer 10

Operates through internal/external colonial modes simultaneously because there is no spatial separation between metropole and colony.

Question 11

Mysticism

Answer 11

Gnosis-Metaphysical; educating, nurturing, fostering, tutoring

Knowledge is innate; socratic method; personal potential; intuition

Question 12

Religion (Conception of Teaching)

Answer 12

Gnosis-Metaphysical; disciplining, indoctrinating, inducing, introducing, training, guiding

The truth is absolute, the teacher gives it to the student

Question 13

Rationalism

Answer 13

Episteme-Metaphysical; instructing, explaining, telling, informing, edifying, directing, lecturing, and professing

Light Metaphors; Separation of contents; Logical linear lesson plans

Question 14

Bilingual Education act of 1968

Answer 14

Concession to activism in NYC and Miami, favored transitional bilingual education (TBE) over long-term bilgual ed models

Question 15

DLBE

Answer 15

Dual Language Bilingual Education- The goal is to develop bilingualism and biliteracy, not just transition to the dominant language

Question 16

TBE

Answer 16

(Transitional Bilingual Education)- One way as quick as possible move to dominant language