The Politics of English Language Education and Social Inequality (Education, Poverty and International Development)

Reference

Kalyanpur, Maya

Bhuyan Boruah, Padmini

Chugani Molina, Sarina

Shenoy, Sunaina

Foreign Language Study & Reference

Routledge

Engaging Students: Thinking, Talking, Cooperating

By combining step-by-step instructional skills with case studies, this book assists teachers in revising their curriculum and teaching strategies to: improve students′ abilities to solve problems and think critically and creatively; teach and reinforce academic oral language skills; and support these thinking and language skills in a cooperative learning environment.

Education & Teaching

Adger, Carolyn Temple

Peterson, Dana Blount

Bridger, Teresa L.

Schools & Teaching

Corwin

By combining step-by-step instructional skills with case studies, this book assists teachers in revising their curriculum and teaching strategies to: improve students′ abilities to solve problems and think critically and creatively; teach and reinforce academic oral language skills; and support these thinking and language skills in a cooperative learning environment.

With personal anecdotes, case examples, and detailed theoretical discussions, this book brings to light the potential impact of cultural assumptions on parent–professional interactions in special education.
Essential reading for future teachers, it helps them become aware of and work to cast aside traditional stereotypes — about other cultures and their own — in order to work effectively with students' families. This textbook also helps educators understand the importance of developing education plans that will enhance children's learning and respect their cultural beliefs. Undergraduate and graduate students of special education will find ways to improve communication with parents and learn to more effectively teach children with diverse cultural heritages.
Don't miss the companion book, Building Cultural Reciprocity with Families, available separately and also as a set with Culture in Special Education.

Culture in Special Education: Building Reciprocal Family-Professional Relationships

Harry, Beth

Paul H Brookes Pub Co

Eight case studies help to show how using cultural reciprocity to build a framework for relationships can help to strengthen interactions between special education professionals and families. Harry, Kalyanpur, and Day, all special education scholars, examine the culture of special education itself, while helping to show educators how they can understand and appreciate how their cultures and those of their clients can affect relationships. They also give suggestions about how to facilitate conversations with families in order to form cultural goals for their children. No index. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Building Cultural Reciprocity With Families: Case Studies in Special Education

Day, Monimalika, Ph.D.

From the Back Cover\n“This insightful book offers a critical discussion of disability and education in India that highlights the historical, political, sociocultural, economic, ideological and other local and global factors that shape inclusion and exclusion in this vast multilingual and multicultural global South country. Underpinned by a colonial/post-colonial and disability studies theoretical framework and based on a study conducted in 6 Mumbai schools, the book illustrates the complex intersections that create and perpetuate disadvantage, marginalisation and exclusion in the Indian context, as well as the role of discourses and practices uncritically imported from the North. The author’s particular position as an insider/outsider in relation to the Indian context gives the book a unique lens, which sheds light on the tensions of translating global education agendas into local contexts. Written in an engaging and accessible style, this book is a must-read for anyone interested in inclusive education development, the intersections between disability and other forms of disadvantage, decolonising methodologies and social justice.” 
– Dr Leda Kamenopoulou, Senior Lecturer in Special and Inclusive Education, School of Education, University of Roehampton, UK. 
This book uses qualitative research methods to examine why students in an Indian context are being identified as having learning disabilities on criteria that are largely drawn from the context of the Global North. It explores the push towards English language instruction as a possible factor that affects poor academic outcomes for students from low-income backgrounds who may be first-generation learners or English language learners. The book contrasts the different outcomes and supports for academically struggling students across low-income and middle-income backgrounds, with evidence to suggest that, despite the inclusionary principles of Education For All, this label is creating a marginalized group of students.Maya Kalyanpur is Professor at the Department of Learning and Teaching, University of San Diego, USA.\nThis book uses qualitative research methods to examine why students in an Indian context are being identified as having learning disabilities on criteria that are largely drawn from the context of the Global North. It explores the push towards English language instruction as a possible factor that affects poor academic outcomes for students from low-income backgrounds who may be first-generation learners or English language learners. The book contrasts the different outcomes and supports for academically struggling students across low-income and middle-income backgrounds, with evidence to suggest that, despite the inclusionary principles of Education For All, this label is creating a marginalized group of students.

Development, Education and Learning Disability in India (Palgrave Studies in Disability and International Development)

Politics & Social Sciences

Social Sciences

PALGRAVE~MACMILLAN

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Books by Kalyanpur, Maya