The light in their eyes : creating multicultural learning communities

By J. Cummins, J. Tompkins. 2001

1,214 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7c2a058ae2c3fb498ec59bc7968d302ec463e2f5

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Defining moments: Developing culturally responsive dispositions and teaching practices in early childhood preservice teachers (2008, background): “It was only after naming the beliefs that I have about life that I could begin to hear and explore new ideas in a way that was relevant to me. This is the premise Nieto (1999) operates under as she stresses the fact that every child has valuable experiences to pull from in their learning.”
Educating All Students (2007, background): “• Wait time for students from CLD backgrounds adjusted to enhance classroom participation and development of critical thinking skills (Banks & Banks, 2004; Gay, 2000; Ladson-Billings, 1994; Nieto, 1999 )”
Diversifying the Teaching Force: An Examination of Major Arguments (2010, background): “Nieto (1999) found that teachers of color have often experienced inequality and alienation in their own schooling and can relate to students of color in ways that White teachers cannot.”
Cultural Ways of Learning: Individual Traits or Repertoires of Practice (2003, background): “Scholars examining cultural styles have argued for a more situated and dynamic view of the cultural practices of ethnic and racial groups (Banks, 1995; Gay, 1995, 2000; Irvine & York, 1995; Nieto, 1999).”
The Influence of Cultural Synchronization on a Teacher’s Perceptions of Disruption (2004, background): “In practice, culturally responsive education ranges from the inclusion of specific pedagogical strategies to the construction of school environments rooted in a given cultural prototype (Nieto, 1999).”
Transitions between Home and School Mathematics: Rays of Hope Amidst the Passing Clouds (2002, background): “We share with Nieto (1999) the belief that a fundamental goal of multicultural education is (should be) ‘to promote student learning’ (p. xvi), and we share her concern with the fact that ‘curiously missing from discussions in most schools that claim to ‘do’ multicultural education are statements ”
Learning Language, Learning Culture: Teaching Language to the Whole Student (2020, background): “Critical language pedagogy engages learners with language and culture to help them analyze situations from multiple viewpoints, understand how these viewpoints position students in the world, and use this knowledge to reposition themselves and their actions in the world (Nieto, 1999).”
School and the co‐construction of dropout (2009, methodology): “We were also informed by work examining race, class and gender in education (Grant 1994 ; Oakes 1994 ; Nieto 1999 ; Valenzuela 1999 ; Ferguson 2000 ; Noguera 2003 ).”
Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities, and Culturally Responsive Pedagogy (2007, background): “Nieto (1999) contends that “[c]ulturally responsive education, an approach based on using students' cultures as an important source of their education, can go a long way in improving the education of students whose cultures and backgrounds have been maligned or omitted in schools” (p.”
Learning to teach science for all in the elementary grades: What do preservice teachers bring? (2002, background): “In the interests of enacting the imperative to educate all children well in science, a great deal can be gained by attending to the literature concerning teaching diverse populations (e.g., Delpit, 1995; Hollins, King, & Hayman, 1994; King, Hollins, & Hayman, 1997; Ladson-Billings, 1994, 1999; Nieto”
Preparing Culturally Responsive Teachers (2002, background): “In doing this, the challenge is to encourage both critique and hope in equal measure (Nieto, 1999).”
Profoundly Multicultural Questions. (2003, background): “Her question stayed with me for a long time—and prompted me to think about what it means to provide an education that is both multicultural and equitable (Nieto, 1999).”
Lost and Turned Out (2007, background): “As researchers contend, for many students, particularly those marginalized and/or at-risk, feeling cared for by school adults is important to their willingness to academically engage (Nieto, 1999; Perez, 2000; Valenzuela, 1999).”