Cultural literacy in developed countries

Bowers, C. A.

doi:10.1007/bf02195961

Cited by 3 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Bowers (1977) points out that schools tend to objectify the world, painting deterministic views of social relations. Yet socialization that obscures the &dquo;human authorship of culture&dquo; clearly diminishes a youth's sense of power in affecting one's own life.…”

Section: Ways Of Seeing Anddquo;the Youth Problemanddquo;2mentioning

confidence: 99%

Educational Evaluation and Shifting Youth Policy

Fuller

1981

Eval Rev

View full text Add to dashboard Cite

Social programs, including interventions helping disadvantaged youth, offer implicit models regarding what behavioral changes will cause various social and economic outcomes. Responding, in part, to the work of evaluators, federal and state youth policies advance different intervention models. This article reviews five causal metaphors running throughout youth employment and education programs: (1) The functionalist economic model, arguing that increased skills will improve youth employment; (2) the institutional socialization model, suggesting that earlier entrance to the "adult work world" will ease youth "transition"; (3) a psychosocial view of youth development, emphasizing the individual's sense of social efficacy in learning and work situations; (4) the subcultural model, pointing to the importance of local opportunity structures and social norms functional within specific subcultural conditions; and (5) a self-determined community development vision, urging local economic growth in disadvantaged areas. Evaluation evidence, increasingly abundant, should begin to look across these models to improve program strategies. A review of such research for youth employment efforts is included. When feasible, evaluation sponsors and evaluators should explicitly articulate programs' causal models to nurture broader theoretical understandings and minimize being overly confined within the immediate program model one is evaluating.

show abstract

Section: Ways Of Seeing Anddquo;the Youth Problemanddquo;2mentioning

confidence: 99%

Educational Evaluation and Shifting Youth Policy

Fuller

1981

Eval Rev

View full text Add to dashboard Cite

show abstract

Cultural influences in science education

Krugly-Smolska

1995

International Journal of Science Education

View full text Add to dashboard Cite

Toward Twenty-First Century Global Citizenship: A Teacher Education Curriculum

Agnello¹,

White²,

Fryer³

2006

Social Studies Research and Practice

View full text Add to dashboard Cite

Drawing from three areas of research, the authors propose a model for twenty-first century international teacher education. Through literacy, technology, and global citizenship education, future teachers can learn the interrelatedness of promoting human acceptance across national/political borders and global economic exigencies. As the movement of ideas, commerce, and people through means of improved transportation and computer technologies transform the notion of the nation state, diversity education will embrace international citizenship while remaining important in local and national contexts. Through focused teacher education, all of the academic disciplines hold promise for rich teaching and learning through critical literacy for an ecologically sound environment that ultimately will sustain global economical and political interrelations.

show abstract

Cultural literacy in developed countries

Cited by 3 publications

References 1 publication

Educational Evaluation and Shifting Youth Policy

Educational Evaluation and Shifting Youth Policy

Cultural influences in science education

Toward Twenty-First Century Global Citizenship: A Teacher Education Curriculum

Contact Info

Product

Resources

About