Based on in-depth ethnographic research in formal and informal educational spaces, The Politics of Asian American Invisibility, argues that Hmong American youth are rendered invisible by dominant racial discourses and current educational policies and practices. We illustrate the way Hmong American students are erased by the Black and White racial paradigm and the Asian American panethnic category that perpetuates the model minority stereotype. Furthermore, we argue that current educational policies around English learners marginalize Hmong youth. Far from being passive or silent victims, Hmong American communities are actively resisting their invisibility through various forms of educational advocacy and through community-based education. The Politics of Asian American Invisibility highlights one group's struggle for educational justice"--
Pushing the boundaries of Asian American educational discourse, this book explores the way a group of first- and second-generation Hmong students created their identities as new Americans in response to their school experiences.
On the eve of the San Francisco Earthquake of 1906, Mercy Wong--daughter of Chinese immigrants--is struggling to hold her own among the spoiled heiresses at prestigious St. Clare's School. When tragedy strikes, everyone must band together to survive"--
Resisting Asian American Invisibility highlights one group’s struggle for educational justice. Based on in-depth ethnographic research in formal and informal educational spaces, this book argues that Hmong American youth are rendered invisible by dominant racial discourses and current educational policies and practices. The book illustrates the way that Hmong American students are erased by the Black and White racial paradigm and the Asian American pan-ethnic category that perpetuates the model minority stereotype. Furthermore, Lee and a team of Southeast Asian American graduate student researchers explore how current educational policies around English learners marginalize Hmong youth. Far from being passive or silent victims, Hmong American communities actively resist their invisibility through various forms of educational advocacy and community-based education. In the tradition of critical ethnography, the author and her research team also look at what these individual and local stories expose about larger social forces, norms, and institutions. Book Features: Focuses on a Southeast Asian American group that has gotten little attention in education literature.Highlights the unique histories and educational experiences, concerns, and challenges facing Hmong American students in a Midwest city.Examines both school and community-based educational spaces.Draws on research conducted as a follow-up study to the author’s book, Up Against Whiteness: Race, School, and Immigrant Youth.
The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.
Completely updated, the Fifth Edition of this standard-setting two-volume reference presents the most advanced diagnostic techniques and the latest information on all currently known disease entities. More than 90 preeminent surgical pathologists offer expert advice on the diagnostic evaluation of every type of specimen from every anatomic site. The Fifth Edition contains over 4,400 full-color photographs. This edition provides detailed coverage of the latest developments in the field, including new molecular and immunohistochemical markers for diagnosis and prognosis of neoplasia, improved classification systems for diagnosis and prognosis, the role of pathology in new diagnostic and therapeutic techniques, and the recognition of new entities or variants of entities. All full-color illustrations have been color-balanced to dramatically improve image quality.
Filled with more than 1,000 images, the latest edition of this award-winning comprehensive classic—written by anatomic pathologists for anatomic pathologists—has been updated with new information on surgical principles and techniques. Like previous editions, the book is designed to bridge the gap between normal histology and pathologic alterations.
A strong grounding in basic histology is essential for all pathologists. However, there had always been a gap between histology and pathology in which histologic information specifically for the pathologist was often lacking. Histology for Pathologists deals with the microscopic features of normal human tissues, from the perspective of the surgical pathologist. This is the only text that uses human (vs. animal) tissues for the histology. It is the best reference in the literature for information on normal histology, and, as such, is essential for all clinical pathologists. Written by pathologists for pathologists, the new edition updates the pathologist's understanding of normal histology up to date with the incremental advances made in the last five years. The 3rd edition has become a "classic" purchased by virtually all residents beginning their pathology training, as well as pathologists in practice. The 4th edition builds on that substantial foundation. The table of contents remains essentially the same with the exception of some changes in authorship.
How do you develop students’ capacities as independent learners, build their confidence and motivation to identify their own research agendas, and facilitate their critical thinking and research skills for effectively exploring their chosen topic? Inquiry-based learning (IBL) offers a proven means to achieve these outcomes.IBL is a scaffolded learner-centered, student-led approach to inquiry whereby students progressively design and lead their own inquiry process, with support from the instructor. It’s a powerful pedagogical approach that you can progressively adopt, first adopting it as an activity in a course to develop you and your students’ comfort with the practice, right up to developing an entire course or program utilizing IBL. It offers varying levels of engagement as you and your students gain familiarity with the practice, from the instructor providing structured support, to formative guidance as students gain confidence, to a point where students become increasingly self-directed and independent and are supported by the review of student peers and validated by presentations of their work to the class. This pedagogy shifts the student/instructor relationship, with the former leading and the latter supporting. IBL is a flexible teaching and learning approach that be can progressively adopted and developed without a specific formula, and that positions students as co-constructors of knowledge, rather than passive recipients. It is student-driven, creates engagement, develops a curiosity mindset, promotes group learning that is collaborative rather than competitive, fosters metacognition, and builds confidence as students learn to deal with ambiguity and risk.Each chapter offers personal stories, vignettes, examples of practice, and discussions of issues.This book offers higher education instructors at any career stage and in any discipline, a realistic guide to incorporating curiosity and inquiry-based learning into their classrooms to promote long term knowledge creation and retention and life-wide learning.IBL is being increasingly adopted across the English-speaking world. Beyond its inherent capacity to promote independent learning, it offers a perfect foundation for preparing students for Signature Work and capstone courses; and is adaptable to small and large classes.
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