University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2013 Re-imagining Education for Linguistically, Culturally, and Racially Diverse Students in a Changing Era: One U.S. School's Alternative Vision Ming-Hsuan Wu University of Pennsylvania,
[email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Anthropological Linguistics and Sociolinguistics Commons, and the Education Commons Recommended Citation Wu, Ming-Hsuan, "Re-imagining Education for Linguistically, Culturally, and Racially Diverse Students in a Changing Era: One U.S. School's Alternative Vision" (2013). Publicly Accessible Penn Dissertations. 947. https://repository.upenn.edu/edissertations/947 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/947 For more information, please contact
[email protected]. Re-imagining Education for Linguistically, Culturally, and Racially Diverse Students in a Changing Era: One U.S. School's Alternative Vision Abstract This dissertation sets out to describe, interpret, and understand how an urban K-8 charter school in Philadelphia that serves linguistically, culturally, and racially diverse students from low-income communities seeks to offer a type of education that recognizes its students' minority status in the broader society and exceeds the education typically available for this group of students. In particular, this research asks how teachers circulate and enact their vision of creating an equitable education for all students and how middle school students' identities are shaped by this vision. Drawing on the concepts of imagined communities in education, critical pedagogy, language ecology and Gee's (2000) analytical perspectives on identities, the research explores innovative teaching and learning at this socially engaging urban school.