NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ834784
Record Type: Journal
Publication Date: 2005-Oct
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1521-0960
I Can't See You if I Don't Know You: How Students Create Inequality
Daoud, Annette M.; Quiocho, Alice M. L.
Multicultural Perspectives, v7 n4 p3-12 Oct 2005
This research is the result of time spent on school campuses, working in classrooms, observing lunch areas and student quads, and interviewing students. We tried to determine how or whether English learners had opportunities to learn with and from native English speakers, as well as whether both groups were aware of the presence of each other on campus. The study highlights schooling experiences of English learners from students' perspectives. It addresses the critical need to develop policies and practices pedagogically grounded in multicultural education, transformative and action based. Students who are learning English define themselves, and are defined by others, by the language they speak. (Contains 2 figures, 1 table and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A