In addition to Carol Lee's work, see the following that falls in the realm
of culturally relevant pedagogy, most of which is grounded in sociocultural
challenges to constructivism represented go beyond "rigorous help...on how
between didactic and active learning should be struck" to interject cultural
of knowing, interacting, using language, etc. very explicitly into
conceptions of "higher-level
ways of organizing and understanding":
Au, K.H. (1980a). Participation structures in a reading lesson with Hawaiian
children Analysis of a culturally appropriate instructional event.
Anthropology and Education quarterly, 11(2), 91-115.
Au, K.H., & Kawakimi, A.J. (1994). Cultural congruence in instruction. In
E.R. Hollins, J.E. King, & W.C. Hayman (Eds.), Teaching diverse populations:
Formulating a knowledge base (pp. 5-23). Albany: State University of New
Brenner, M.E., & Moschkovich, J.N. (Eds.) (2002). Everyday and academic
mathematics in the classroom. Reston, VA: National Council of Teachers of
Dick, G.S., Estell, d.W., & McCarty, T.L. (1994). Saad naakih bee'enootiltji
na'aikaa" Restructuring the teaching of language and literacy in a Navajo
community school. Journalofo American Indian Education, 33(3), 31-46.
Gonzalez, N., Andrade, R., Civil, M., & Moll, L. (2001). Bridging funds of
distributed knowledge: creating zones of practices in mathematics. Journal
of Education for Students Placed At Risk, 6(1&2), 115-132.
Gonzalez, N., Moll, L.C., Tenery, M.F., Rivera, A., Rendon, P., Gonzalez,
R., & Amanti, C. (1995). Funds of knowledge for teaching in Latino
households. Urban Education, 29(4), 443-470.
Greenberg, J.B. (1989, April). Funds of knowledge: Historical constitution,
social distribution, and transmission. Paper presented at the meeting of the
Society for Applied Anthropological, Santa Fe, NM.
Lee, C.D. (2001). Is October Brown Chinese? American Educational Research
Journal, 38(1), 97-141.
Lee, C.D. (2003). Toward a framework for culturally responsive design in
multimedia computer environments: Cultural modeling as a case. Mind,
Culture, and Activity, 10(1), 42-61
McIntyre, E., Rosebery, A.S., & Gonzalez, N. (2001). Classroom diversity:
Connecting curriculum to students' lives. New York: Heinemann.
Moll, L.C., & Greenberg, J.B. (1990). Creating zones of
possibilities: Combining social contexts for instruction. In L.C. Moll
(Ed.), Vygotsky and education: Instructional implications and applications
of sociohistorical psychology (pp. 319-348). New York: Cambridge University
Moschkovich, J.N. (2002). A situated and sociocultural perspective on
bilingual mathematics learners. Mathematical Thinking and Learning, 4(2&3),
Rosebery, A.S., Warren, B., & Conant, F. (1992). Appropriating scientific
discourse: Findings from language minority classrooms. Journal of the
Learning Sciences, 2, 61-94.
Stroup, W.M., Ares, N., & Hurford, A.C. (in press). A dialectic analysis of
generativity: Issues of network supported design in mathematics and science.
Mathematical Thinking and Learning.Vélez-Ibáñez, C.G., & Greenberg, J.B.
(1992). Formation and transformation of funds of knowledge among
U.S.-Mexican households. Anthropology and Education Quarterly, 23(4),
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