ERIC Number: EJ707118
Record Type: Journal
Publication Date: 2004
Reference Count: 30
Developing Sociopolitical Literacy: Intellectual Consciousness for Urban Middle School Communities
Clearing House, v78 n1 p34 Sep-Oct 2004
It is crucial for students to believe that their home and community languages and cultures are acknowledged and valued (Faltis and Hudelson 1998). Furthermore, it is of equal importance that system-created contradictions between institutional literacy (school-based) and family-based literacy be blurred or eliminated (McCaleb 1997). It is this author's contention that the No Child Left Behind Act is detrimental to English language learners and other ethnically diverse children because it seeks to maintain current present approaches to curriculum and assessment, thereby perpetuating pedagogies that stifle minority cultures and affirm the dominant culture's values, interests, and concerns.
Descriptors: Limited English Speaking, Middle Schools, Federal Legislation, Minority Groups, English (Second Language), Urban Schools, Culturally Relevant Education, Cultural Pluralism, Evaluation Methods, Equal Education
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org.
Publication Type: Journal Articles; Opinion Papers
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Proposition 227 (California 1998)