Re-imagining education for linguistically, culturally, and racially diverse students in a changing era: One U.S. urban school's alternative vision

摘要: This dissertation sets out to describe, interpret, and understand how an urban K-8 charter school in Philadelphia that serves linguistically, culturally, racially diverse students from low-income communities seeks offer a type of education recognizes its students' minority status the broader society exceeds typically available for this group students. In particular, research asks teachers circulate enact their vision creating equitable all middle identities are shaped by vision. Drawing on concepts imagined education, critical pedagogy, language ecology Gee's (2000) analytical perspectives identities, explores innovative teaching learning at socially engaging school. Data ethnography discourse analysis indicate curriculum has strong focus diversity, social justice, racialized experiences, which turn have impact schoolers' interracial/ interethnic friendships. One unique educational alternative, Mandarin offers opportunity learn either as foreign or heritage before college, is highly contested among reasons related role local ecologies. Studying such one particular sociopolitical context understanding navigate life become basis more grounded informed discussions about create contemporary contexts. Degree Type Dissertation Name Doctor Philosophy (PhD) Graduate Group Education First Advisor Nancy H. Hornberger Subject Categories Anthropological Linguistics Sociolinguistics | ScholarlyCommons: http://repository.upenn.edu/edissertations/947 RE-IMAGINING EDUCATION FOR LINGUISTICALLY, CULTURALLY, AND RACIALLY DIVERSE STUDENTS IN A CHANGING ERA: ONE U.S. URBAN SCHOOL’S ALTERNATIVE VISION Ming-Hsuan Wu DISSERTATION Presented Faculties University Pennsylvania Partial Fulfillment Requirements 2013 Supervisor ______________________________ Hornberger, Professor Chair: Stanton E.F. Wortham, Committee: Yuko Butler, Associate Yasko Kanno, TESOL, Temple