By Raymond A. Serway
The booklet was once in extraordinary situation. nice cost for a slightly dear publication. fast transport too.
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This caused me to question something about myself. Is not speaking [or] using standard, conventional “white” dialect wrong? Does doing so make others perceive you as “ignorant” or “ghetto” if you choose to speak that way around them? At home, I also most often use standard English dialect, but why isn’t it vice versa with my using black vernacular [at school]? From Home to School and Home Again 25 After hearing Cornell West speak, I was profoundly moved, not solely by his intellect, but by his lack of restraint with the use of b[lack] v[ernacular].
They are not bad people,” another student says of his friends, “they just don’t care if they offend other people. ” Once students observe such behavior, they are in positions of having to ignore or respond to the moment. As one student explained, “It’s hard to accept what my dad says and does. ” Or the student who said, “We all laughed at my cousin’s racist jokes. ” Students are coming to school schooled in racism. Beyond bearing witness to racist attitudes and gestures, students’ voices also reflect diametrically opposed experiences with the power of race.
337). For our student, trying to belong to two very different communities meant trying to adapt to both, taking on characteristics of one that might not fit the other, and eventually wondering whether he was the person he was at home or the person he was at school, not an easy question for adolescents already uncertain enough about who they are and who they are becoming. Useful in understanding what each of our students may be experiencing in this regard is the work of Phelan, Davidson, and Yu, who describe four patterns of relationship between home and school: 1) “Congruent Worlds/Smooth Transitions,” in which students move easily between two From Home to School and Home Again 23 similar worlds; 2) “Different Worlds/Border Crossings Managed,” in which students develop successful strategies to navigate the different worlds of home and school; 3) “Different Worlds/Border Crossings Difficult,” in which students find the necessary adjustment between their different worlds of home and school to be difficult, uncomfortable, and possible only in certain situations that tend to minimize the distance and discomfort; and 4) “Different Worlds/Borders Impenetrable,” in which students find the necessary adjustment between two different worlds of home and school so difficult as to create “stress and anxiety,” or, eventually, to be impossible (1993, pp.
Physics for Scientists and Engineers (with PhysicsNOW and InfoTrac ) by Raymond A. Serway