TY  - BOOK
AU  - Herrlitz,Wolfgang
AU  - Maier,Robert
TI  - Dialogues in and Around Multicultural Schools
T2  - Beiträge Zur Dialogforschung Series
SN  - 9783110933215
AV  - LC1099.D535 2005 
PY  - 2005///
CY  - Tübingen
PB  - Walter de Gruyter GmbH
KW  - Electronic books
N1  - Cover -- Title page -- Copyright -- Table of Contents -- The relevance of dialogue analysis in the study of multicultural schools -- 1. Introduction -- 2. An example: Hennia -- 3. Context and identity -- 4. Power constellations -- 8. Worldview of process -- 9. Normative issues -- 10. Concluding remarks -- References -- Forms of communication in multicultural classrooms: A way of exploring dialogue -- 1. Introduction -- 2. Forms of communication -- 3. Education -- 4. Intercultural communication -- 5. Forms of intercultural communication -- 6. Multicultural classrooms -- 7. Testimonial and cosmopolitan forms -- References -- The dynamics of identity in multicultural schools -- 1. Introduction -- 2. Social identity as reification -- 3. Acculturation as free choice? -- 4. Dialogical identity -- 5. Identity, recognition and struggle -- 6. Schools as a public place for identity claims -- 7. Conclusion -- References -- Dialogues and multiculturalism: Power and intercultural competencies -- 1. What do we understand by a multicultural school? -- 2. Multiculturalism and interculturalism: factuality and competencies -- 3. Unity and diversity: 3 models -- 4. Intercultural competencies and dialogues -- 5. Summary -- References -- Integration: The road to success in school? A study among minority youth in the Netherlands1 -- 1. A comparison between groups -- 2. Two sides of success in school -- 3. Integration in the multicultural classroom -- 4. Linking integration with educational success -- 5. Research design and method -- 6. Results -- 7. Discussion -- References -- What else are students learning? A critical dialogue analysis of a multi-cultural classroom -- Introduction -- 2. The Study -- 3. Findings and Discussion -- Conclusion -- References -- Metacommunication in classroom interaction -- 1. Introduction -- 2. Concepts of learning; 3. Reflexive activities and task management -- 4. Reflexive activities and the construction of the non-native learner (processes of academic labelling) -- 5. Conclusions and reflections -- References -- The practice of relation-building by ethnic minority children: Investigating into how Chinese children in Northern Ireland deal with ethnic difference -- 1. Introduction -- 2. Culture, personality and children -- 3. Methods of research and analysis -- 4. Dealing with cultural differences -- 5. Conclusion -- References -- Towards an intercultural dialogue in and around the school in Mexico: Problems, reflections and new perspectives -- 1. Introduction -- 2. Intercultural education: an alternative project of language policies in Mexico? -- 3. Analysis of materials for the implementation of basic bilingual-bicultural teaching -- 4. Outline of alternatives to official language politics in Mexico -- References -- No penalty, but a...? − About monolingual teachers' dialogues in multilingual classrooms -- 1. Monolingual, mono-cultural habitus in schools -- 2. Classroom-Interaction: Explicit messages and messages from subsoil -- References -- Adaptation of Caucasian children to multicultural Russian schools: An example from the Yaroslavl region -- Results -- Conclusions -- References -- Cooperation and conflict management in the playground: A study of Dutch and Andalusian play behaviour -- 1. The cultural specificity of the interactions among peers -- 2. A study about play and conflict in preschoolers from Andalusia and Holland -- 3. Conclusions -- References -- Construction of knowledge in bilingual German-French history lessons: Interactive emergence of "common ground" -- 1. Conceptual background -- 2. Procedures of the interactional construction of knowledge -- 3. Functional employment of the linguistic resources; 4. Enlargement of the perspective: Task orientation and systems theory -- 5. Conclusion -- References -- "Constructing the other": Discursive processes in academic and social labelling -- 1. Introduction -- 2. Metacommunication and classroom discourse -- 3. Metacommunication and labelling in classroom discourse: A case-study -- References -- Transcripts -- Theory and practice of intercultural and multicultural education in the Czech Republic -- 1. Ethnic, national and religious minorities in the Czech Republic -- 2. The problem of the educational care of children of refugees and foreigners in the Czech Republic -- 3. Conclusion -- References -- Political models and local practice: The production of ethnicity in the schools of the Parisian periphery -- 1. The Republican model, educational policies and educational results -- 2. Local norms and practices in schools -- 3. School organisation and ethnic dynamics in "bad" classes -- 4. Conclusion -- References -- Dialogue and teaching in multicultural settings -- 1. The multicultural society -- 2. The issue of teaching -- 3. Dialogue as multicultural action game -- 4. Concluding remarks -- References -- Appendix: The authentic Dutch text: Uitleg opgave 8: Niels en Diane Kl/W1/101199/ -- Instructive dialogues: Participation in dyadic interactions in multicultural classrooms -- 1. Introduction -- 2. Theories of instructive dialogues -- 3. The study: schools, participants and observations -- 4. Instructive dialogues in the context of classroom activities -- 5. Instructive dialogues: beginning, progress, conclusion. -- 6. Conclusions and discussion -- References -- Collaboration patterns in a multi-ethnic classroom in the Netherlands: Differences in the reconstruction of institutional norms and ethnicity -- 1. Introduction -- 2. The study: some methodological points -- 3. Results; 4. Discussion and conclusion -- References -- Appendix 1: Composition of the groups -- Appendix 2: Illustration of task 4, lesson 56 -- Disengagement and teacher-student interactions in two Dutch multi-ethnic schools -- 1. Introduction -- 2. Disengagement and interactions: theory and research questions -- 2. The study -- 3. Interactions at Sun College -- 4. Interactions at Rainbow College -- 5. Disengagement and pedagogical context: perceptions -- 6. Conclusions and discussion -- References -- Complex patterns in classroom discourse -- 1. Introduction -- 2. Micro structure of classroom interaction -- 3. Joint construction of shared meaning in the classroom -- References -- List of Contributors
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