Culture Or Chaos in the Village: The Journey to Cultural Fluency

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Ursula Thomas
Rowman & Littlefield Education, 2011 - Education - 144 pages
best inform my students. Culture or Chaos in the Village is a long overdue anthology providing the fodder necessary to stimulate a critical reflection and dialogue in the preservice teacher classroom. For the sake of future generations, we must indeed `prepare teachers for real-world experiences that will manifest into maximized triumphs and minimized tragedies.'"---Samantha Elliott Briggs. The University of Alabama

"Culture or Chaos in the Village has the uncanny ability to speak passionately and directly to those who study the teaching of children and those who actually teach children. From the first to the last chapter, the text bridges the often-gaping chasm between educational theory and teacher practice in an eloquent way that leads researchers and teachers to ask themselves hard questions about establishing more socially just schools. The mix of the straightforward commentary, thorough engagement of relevant pedagogical literature, and meaningful activities at the conclusion of each chapter makes this an excellent text for aspiring teacher leaders, educational researchers, and administrators."---Roland Mitchell, Louisiana State University

"Culture or Chaos in the Village is a unique text, which provides educators and scholars with a comprehensive framework for understanding the interconnectedness of race, culture, and student performance. The author asks critical questions and is unabashed in her desire to move the field forward in meeting the needs of all learners."---Monika Williams-Shealey, Florida International University

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About the author (2011)

Dr. Ursula Thomas is assistant professor of early childhood education and Birth through Age Five program coordinator at the University of West Georgia. Her research agenda includes issues of cultural mediation and its effects on instructional choices, the power of teacher educator research on diversity in the classroom, views of social justice in the early childhood classroom, and preservice teachers' disposition on professionalism and diversity in teacher preparation programs.

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