Critical ethnography and a Vygotskian pedagogy of hope: The empowerment of Mexican immigrant children
Critical ethnography and a Vygotskian pedagogy of hope: The empowerment of Mexican immigrant children
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批判的民族志和维果斯基式的希望教育学：墨西哥移民儿童的赋权
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
Enrique T. Ttueba
中科院分区：
文献类型：
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作者：
Enrique T. Ttueba
本文通过运用民族志研究方法，表明批判理论和批判教学法可以有效地将人们的注意力从主流的压迫修辞转移到移民、低收入和文化差异儿童的发展、认知和学术需求上。维果茨基方法强调需要创造在语言和文化上适当的学习环境，将构成学童真正赋权基础的社会和认知过程联系起来。用具体的例子来说明文章的要点。
This article, via the use of ethnographic research methods, suggests that critical theory and critical pedagogy can fruitfully redirect the attention from the predominant rhetoric on oppression to the developmental, cognitive, and academic needs of immigrant, low-income, and culturally different children. The Vygotskian approach is advocated to stress the need for the creation of linguistically and culturally appropriate learning environments that link the social and cognitive processes which constitute the basis for genuine empowerment in schoolchildren. The use of concrete examples will illustrate the major points of the article.