Growing together, growing with difference: a metaphor for teaching in a multicultural world

Research output: Other contribution › Net publication - Internet publication › Communication

Standard

Growing together, growing with difference : a metaphor for teaching in a multicultural world. / Cone, Lucas Lundbye; Allen, Diane.

Re-imagining Migration. 2018, Article.

Research output: Other contribution › Net publication - Internet publication › Communication

Harvard

Cone, LL & Allen, D 2018, Growing together, growing with difference: a metaphor for teaching in a multicultural world. Re-imagining Migration. <https://reimaginingmigration.org/growing-together-growing-with-difference-a-metaphor-for-teaching-in-a-multicultural-world/>

APA

Cone, L. L., & Allen, D. (2018, Sep 10). Growing together, growing with difference: a metaphor for teaching in a multicultural world. Re-imagining Migration. https://reimaginingmigration.org/growing-together-growing-with-difference-a-metaphor-for-teaching-in-a-multicultural-world/

Vancouver

Cone LL, Allen D. Growing together, growing with difference: a metaphor for teaching in a multicultural world. 2018.

Author

Cone, Lucas Lundbye ; Allen, Diane. / Growing together, growing with difference : a metaphor for teaching in a multicultural world. 2018. Re-imagining Migration.

Bibtex

@misc{ee6a72260dc54c5bbf0f2f3dadebfa0a,
title = "Growing together, growing with difference: a metaphor for teaching in a multicultural world",
abstract = "Today, teachers around the world remain caught in systems of education centered on drawing out the linguistic and socio-cultural gaps in the educational prospects of immigrant-origin children. This deficit-lens is, as we shall discuss in this article, both empirically and pedagogically mislead. Against educational systems intent on perpetuating a story of immigrant-origin children as linguistic, cultural, and economic problems to be dealt with, we aim instead to present a metaphor for teaching that rethinks and reframes their presence as powerful resources for all students alike. In the words of Ulrich Beck and Elisabeth Beck-Gernsheim, this metaphor assumes a stance of projective integration: What can our students only learn, think about, engage in, and discuss insofar as they, on the basis of difference, enter the classroom as a space to establish new, diverse, and politically open forms of connections?",
author = "Cone, {Lucas Lundbye} and Diane Allen",
year = "2018",
month = sep,
day = "10",
language = "English",
publisher = "Re-imagining Migration",
type = "Other",

}

RIS

TY - ICOMM

T1 - Growing together, growing with difference

T2 - a metaphor for teaching in a multicultural world

AU - Cone, Lucas Lundbye

AU - Allen, Diane

PY - 2018/9/10

Y1 - 2018/9/10

N2 - Today, teachers around the world remain caught in systems of education centered on drawing out the linguistic and socio-cultural gaps in the educational prospects of immigrant-origin children. This deficit-lens is, as we shall discuss in this article, both empirically and pedagogically mislead. Against educational systems intent on perpetuating a story of immigrant-origin children as linguistic, cultural, and economic problems to be dealt with, we aim instead to present a metaphor for teaching that rethinks and reframes their presence as powerful resources for all students alike. In the words of Ulrich Beck and Elisabeth Beck-Gernsheim, this metaphor assumes a stance of projective integration: What can our students only learn, think about, engage in, and discuss insofar as they, on the basis of difference, enter the classroom as a space to establish new, diverse, and politically open forms of connections?

AB - Today, teachers around the world remain caught in systems of education centered on drawing out the linguistic and socio-cultural gaps in the educational prospects of immigrant-origin children. This deficit-lens is, as we shall discuss in this article, both empirically and pedagogically mislead. Against educational systems intent on perpetuating a story of immigrant-origin children as linguistic, cultural, and economic problems to be dealt with, we aim instead to present a metaphor for teaching that rethinks and reframes their presence as powerful resources for all students alike. In the words of Ulrich Beck and Elisabeth Beck-Gernsheim, this metaphor assumes a stance of projective integration: What can our students only learn, think about, engage in, and discuss insofar as they, on the basis of difference, enter the classroom as a space to establish new, diverse, and politically open forms of connections?

M3 - Net publication - Internet publication

PB - Re-imagining Migration

ER -

ID: 372831859