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Raising the independent self: Folk ...

Lee, Kyunghwa.

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Raising the independent self: Folk psychology and folk pedagogy in American early schooling.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Raising the independent self: Folk psychology and folk pedagogy in American early schooling./
作者:	Lee, Kyunghwa.
面頁冊數:	367 p.
附註:	Adviser: Daniel J. Walsh.
Contained By:	Dissertation Abstracts International62-11A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3030454
ISBN:	0493436456

Raising the independent self: Folk psychology and folk pedagogy in American early schooling.
Lee, Kyunghwa.

Raising the independent self: Folk psychology and folk pedagogy in American early schooling. - 367 p.

Adviser: Daniel J. Walsh.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.

All cultures have folk psychologies. From these folk psychologies flow folk pedagogies—deeply embedded beliefs about how children learn and how teachers should teach. These pedagogies are not taught in teacher education programs but learned in the daily conduct of life within a culture. Like water to the fish, cultural beliefs remain transparent to members of the culture because they reflect unchallenged expectations. Curriculum and pedagogical practices reflect these deeply embedded cultural beliefs about children, their development, and the world.

ISBN: 0493436456Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Raising the independent self: Folk psychology and folk pedagogy in American early schooling.
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245 1 0 $a Raising the independent self: Folk psychology and folk pedagogy in American early schooling.
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500 $a Adviser: Daniel J. Walsh.
500 $a Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3684.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
520 $a All cultures have folk psychologies. From these folk psychologies flow folk pedagogies—deeply embedded beliefs about how children learn and how teachers should teach. These pedagogies are not taught in teacher education programs but learned in the daily conduct of life within a culture. Like water to the fish, cultural beliefs remain transparent to members of the culture because they reflect unchallenged expectations. Curriculum and pedagogical practices reflect these deeply embedded cultural beliefs about children, their development, and the world.
520 $a This study attempts to understand how four masterly and dedicated American early childhood teachers' folk psychology and folk pedagogy are constrained by culture. I focus on their views of the self. My central research questions are these: What is valued in this culture? Why is it valued? Why is it valued in early schooling? How are these values changed and challenged by the presence of different values?
520 $a In order to understand the four teachers' folk psychology and folk pedagogy, I conducted a 1 1/2-year ethnographic study in the four classrooms—preschool, kindergarten, first grade, and second-third grade. I also used biography to understand who these teachers are as individuals. The four teachers—Anita, Anne, Mary, and Vivian—are European-American women in their 40s and 50s. They were all born and raised in the Midwestern United States, had 15–34 years of experience, and were identified by university faculty, parents, and colleagues as excellent teachers.
520 $a I describe each of the four teachers in detail in order to understand them and their practice from their perspectives. I examine how mainstream European-American cultural beliefs about the independent self are enacted in pedagogy of four committed teachers. I investigate the double-sided effects of their folk psychology and folk pedagogy, focusing on the discourses of individualized education, independence and autonomy, self-esteem, equality, rights and responsibilities, creativity and expressiveness, and early intervention. I discuss implications for early childhood practice and research.
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