Review of Teaching Embodied: Cultural Practice in Japanese Preschools by Akiko Hayashi and Joseph J. Tobin

Autores/as

  • Kathryn Anderson-Levitt UCLA

DOI:

https://doi.org/10.14507/er.v22.1953

Biografía del autor/a

Kathryn Anderson-Levitt, UCLA

Kathryn Anderson-Levitt is professor emerita of anthropology at the University of Michigan–Dearborn and currently teaches in UCLA’s Department of Education. She has conducted ethnographic research on teachers, reading instruction, and the flow of educational reform, has served as an editor of Anthropology and Education Quarterly and is presently is one of the co-editors of Comparative Education Review.

Citas

Anderson-Levitt, K. M. (2002). Teaching Cultures: Knowledge for Teaching First Grade in France and the United States. Cresskill, NJ: Hampton Press.

Ben-Peretz, M., & Halkes, R. (1987). How Teachers Know Their Classrooms: A Cross-cultural Study of Teachers’ Understandings of Classroom Situations. Anthropology and Education Quarterly, 18(1), 17-32.

D'Andrade, R. G. (1981). The Cultural Part of Cognition. Cognitive Science, 5, 179-195.

Lave, J., & Wegner, É. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Spindler, G. D., & Spindler, L. (2000). Crosscultural, Comparative, Reflective Interviewing in Schoenhausen and Roseville. In G. D. Spindler (Ed.), Fifty Years of Anthropology and Education (pp. 281-303). Hillsdale, NJ: Lawrence Erlbaum.

Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in Three Cultures Revisited. Chicago: University of Chicago Press.

Tobin, J., Wu, D., & Davidson, D. (1989). Preschool in Three Cultures. New Haven: Yale.

Descargas

Publicado

2015-10-20

Cómo citar

Anderson-Levitt, K. (2015). Review of Teaching Embodied: Cultural Practice in Japanese Preschools by Akiko Hayashi and Joseph J. Tobin. Reseñas Educativas, 22. https://doi.org/10.14507/er.v22.1953

Número

2015

Sección

Reseñas de libros

Licencia

 

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