139
Views
18
CrossRef citations to date
0
Altmetric
Articles

Learning from Difference: Considerations for Schools as Communities

Pages 275-294 | Published online: 12 Jan 2015

References

  • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 1–39.
  • Archibald, J. (1995). Locally developed native studies curriculum. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds. Vancouver, BC: UBC.
  • Armstrong, T. (1996). A holistic approach to attention deficit disorder. Educational Leadership, 53(5), 34–36.
  • Banks, J., A. (1995). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. Banks (Eds.), Handbook of research on multicultural education, New York: Macmillan.
  • Barth, R. S. (1990). Improving schools from within. San Francisco: Jossey-Bass.
  • Beck, L. (1992). Meeting the challenge of the future. American Journal of Education, 100(4), 454–496.
  • Beck, L. G., & Kratzer, C. (1994). Framing the conversation about educational communities: A consideration of scholarship and its implications for research, policy, and practice. A paper prepared for the annual meeting of the University Council of Educational Administration, Philadelphia.
  • Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing. New York: Basic Books.
  • Bellah, R. N., Madsen, R. D., Sullivan, W. M., Swindler, A., & Tipton, S. M. (1985). Habits of the heart, Los Angeles: University of California Press.
  • Boudon, R., & Bourricaud, F. (1989). Community. In A critical dictionary of sociology, 73–77, Chicago: University of Chicago.
  • Brendtro, L. K., Brokenleg, M., & Van Brockern, S. (1990). Reclaiming youth at risk. Bloomington, IN: National Educational Service.
  • Buller, G. (1980). New interpretations of Native American literature. American Indian Culture and Research Journal, 4(1/2), 165–177.
  • Bryk, A. S. (1988). Musings on the moral life of schools. American Journal of Education, 96(2), 256–290
  • Cummins, J. (1989). Empowering minority students. Sacramento, CA: CABE.
  • Delpit, L. D. (1990). The silenced dialogue: Power and pedagogy in educating other people’s children. In N. M. Hidalgo, C. L. McDowell, & E. V. Siddle (Eds.), Facing racism in education, Harvard Reprint Series No. 21, Cambridge, MA: Harvard Educational Review.
  • Elmore, R. F. (1990). Introduction: On changing the structure of public schools. In R. F. Elmore (Ed.), Restructuring schools: The next generation of educational reform (pp. 1–28). San Francisco: Jossey-Bass.
  • Estrada, K., & McLaren, P. (1993). Dialogue on multiculturalism and democratic culture. Educational Researcher, 22(3), 27–33.
  • Etzioni, A. (1993). The spirit of community. Toronto: Touchstone.
  • Fine, M., Weis, L., & Powell, L. C. (1997). Communities of difference: A critical look at desegregated spaces created for and by youth. Harvard Educational Review, 67(2), 247–284.
  • Fullan, M. (1993). Change forces. New York: Falmer.
  • Furman, G. C. (1998). Postmodernism and community in schools: Unraveling the paradox. Educational Administration Quarterly, 34, 298–328.
  • Gilligan, C. (1993). In a different voice. Cambridge, MA: Harvard University Press.
  • Greene, M. (1993). The passions of pluralism: Multiculturalism and the expanding community. Educational Researcher, 22(1), 13–18.
  • Gross, N., & Trask, A. (1976). The sex factor and the management of schools. Toronto: John Wiley & Sons.
  • Hampton, E. (1988). Toward a redefinition of American Indian/Alaska Native education. Unpublished doctoral dissertation, Harvard Graduate School.
  • Kleinfeld, J., McDiarmid, G. W., Grubis, S., & Parrett, W. (1983). Doing research on effective cross-cultural teaching. Peabody Journal of Education, 61(1), 86–108.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Lieberman, A. (1992). Introduction: The changing context of education. In A. Lieberman (Ed.), The changing contexts of teaching, Chicago: University of Chicago Press.
  • Lupart, J., & Webber, C. (1996). Schools in transition: Issues and Prospects. In J. Lupart, A. McKeough, & C. Yewchuk (Eds.), Schools in transition. Toronto: Nelson.
  • Lyons, N. (1990). Dilemmas of knowing: Ethical and epistemological dimensions of teacher’s work and development. Harvard Educational Review, 61(3), 112–118.
  • Mehan, H., Okamoto, D., Lintz, A., & Willis, J. S. (1995). Ethnographic studies of multicultural education in classrooms and schools. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education. New York: Macmillan.
  • Moore, T. (1992). Care of the soul. New York: Harper Collins.
  • Murphy, J. (1991). Restructuring schools: Capturing and assessing the phenomena. New York: Teachers College Press.
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
  • Noddings, N. (1987). Do we really want to produce good people? Journal of Moral Education, 16(3), 177–178.
  • Noddings, N. (1991). Caring and continuity in education. Scandinavian Journal of Educational Research, 35(1), 3–12.
  • Noddings, N. (1992). The challenge to care in schools. New York: Teachers College Press.
  • Noddings, N. (1995). Teaching themes of care. Phi Delta Kappan, 76, 675–679.
  • Ogbu, J. U. (1992). Understanding cultural differences and school learning. Education libraries, 16(3), 7–11.
  • Pang, V. O. (1994). Why do we need this class? Multicultural education for teachers. Phi Delta Kappan, 289–292.
  • Peck, M. S. (1987). The different drum. Toronto: Touchstone.
  • Rothman, E. (1970). The angel inside went sour. New York: David McKay.
  • Rousseau, M. F. (1991). Community: The tie that binds. New York: University Press of America
  • Senge, P. (1990). The fifth discipline. New York: Doubleday.
  • Sergiovanni, T. J. (1994a). Organizations or communities? Changing the metaphor changes the theory. Educational Administration Quarterly, 30(2), 214–226.
  • Sergiovanni, T. J. (1994b). Building community in schools. San Francisco: Jossey-Bass.
  • Shakeshaft, C. (1986). Women in educational administration. Newbury Park, CA: Sage.
  • Shields, C. M., & Seltzer, P. A. (1997). Complexities and paradoxes of community: Towards a more useful conceptualization of community, Educational Administration Quarterly, XXXIII(4), 413–439.
  • Simonelli, R. (1993). Seeds of diversity: A training program based on Native American principles and values. Winds of Change, 8(1), 28–36.
  • Simsek, H., & Louis, K. S. (1993) Organizational change as a paradigm shift. Journal of Higher Education, 65(6), 670–695.
  • Sommers, C. H. (1994). Who stole feminism? London: Touchstone.
  • Starratt, R. J. (1991). Building an ethical school. Educational Administration Quarterly, 27(2), 185–201.
  • Tierney, W. G. (1993). Building communities of difference. Toronto: OISE Press.
  • Tocqueville, A. de (1848/1971). Democracy in America. H. Reeve (Trans/ed.) New York: Washington Square Press.
  • Tönnies, F. (1887/1971). Of sociology: Pure, applied and empirical. W. Cahnman & R. Heberle (Eds). Chicago: University of Chicago.
  • Young, B. (1994). An other perspective on the knowledge base in Canadian educational administration. Canadian Journal of Education. 19(4), 351–367.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.