Ruth Paradise
Biographic Data
| ID | 150744 |
|---|---|
| NAME | Ruth Paradise |
| GIVEN NAMES | Ruth |
| FAMILY NAME | Paradise |
| SIGNATURE | PARADISE R |
| AFFILIATIONS | Instituto de Estudios Avanzados |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 225 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 4 |
Two Mazahua (Mexican) communities: Introducing a collective orientation into everyday school life
One, Two, Three, Eyes on Me! Adults Attempting Control versus Guiding in Support of Initiative
This article examines and contrasts two distinct patterns of assisting children's learning that relate to adults' participation in different cultural practices: strategies to control children's attention and motivation versus supportive guidance including children's initiative. We report case studies of the instructional approaches taken by 4 research assistants who were asked to follow a script to casually demonstrate how to make an object, leav…
Firsthand learning through intent participation
This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observationand listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fro…
Estilo interacional e o significado não verbal: Crianças Mazahua aprendem como viver no modo separado-mas-junto
Young children ́s experience with nonverbally organized social interaction\nconstitutes a primary kind of enculturation. As they acquire the ability to\nparticipate in everyday interactions, they simultaneously learn the cultural meanings\nembedded in them. This article describes the acquisition by Mazahua children of a\nseparate-but-together interactional style. An appreciation of the nonverbal meanings\ninvolved an further our understanding of …
Responsibility and Reciprocity: Social Organization of Mazahua Learning Practices
This article describes Mazahua children's participation in learning interactions that take place when they collaborate with more knowledgeable others in everyday activities in family and community settings. During these interactions they coordinate their actions with those of other participants, switching between the roles of "knowledgeable performer" and "observing helper." It is argued that experience with this way of interacting implies readin…
Side by Side: Learning by Observing and Pitching In
This article examines cultural practices that support informal learning as children observe and pitch in with everyday activities that are integrated into family and community life. We discuss the social and cultural grounding of this learning tradition, drawing on research carried out in different parts of the world during more than 60 years. Children learn by watching, listening, and attending, often with great concentration, by taking purposef…
Cultural variation in children's observation during a demonstration
Ethnographic research indicates that in a number of cultural communities, children's learning is organised around observation of ongoing activities, contrasting with heavy use of explanation in formal schooling. The present research examined the extent to which first- to third-grade children observed an adult's demonstration of how to fold origami figures or observed the folding of two slightly older children who also were trying to make the figu…
Finding Ways to Study Culture in Context
In research on cultural aspects of human development, the challenge is to find ways to study differences that (1) do not reify culture as specific behavioral or attitudinal characteristics; (2) do not isolate cultural particularities from the economic, social, political, and historical contexts in which they appear and function, buth rather take these contexts into account, and (3) recognize cultural adaptation and improvisation. This paper discu…
Firsthand Learning Through Intent Participation
This article examines how people learn by actively observing and "listening-in" on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fr…
The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era
The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era. Rubén Donate. Albany: State University of New York Press, 1997. 210 pp
What’s Different about Learning in Schools as Compared to Family and Community Settings
Mehan provides an impressive account of the breadth and richness of the empirical work produced by interaction researchers working in educational settings. In doing so, he shows the tremendous contribution they have made in furthering our understanding of the complexities of what happens in schools and the kinds of social and cultural processes involved. Most noteworthy in this regard is his pointing to how researchers have been able to ‘uncover’…
Passivity or tacit collaboration: Mazahua interaction in cultural context
Spontaneous cultural compatibility: Mazahua students and their teachers constructing trusting relations
(1994). Spontaneous cultural compatibility: Mazahua students and their teachers constructing trusting relations. Peabody Journal of Education: Vol. 69, Negotiating the Culture of Indigenous Schools, pp. 60-70
Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to Be Separate-But-Together
Young children's experience with nonverbally organized social interaction constitutes a primary kind of enculturation. As they acquire the ability to participate in everyday interactions, they simultaneously learn the cultural meanings embedded in them. This article describes the acquisition by Mazahua children of a separate-but-together interactional style. An appreciation of the nonverbal meanings involved can further our understanding of the n…
El conocimiento cultural en el aula: Niños indígenas y su orientación hacia la observación
En el salón de clase los alumnos manejan un conocimiento cultural que han adquirido por ser miembros de un grupo sociocultural particular. En parte este conocimiento se trata de formas sociales particulares de organizar el aprendizaje que se pueden identificar en los comportamientos y actitudes de los niños frente el quehacer escolar. Este artículo indaga acerca de la naturaleza de este tipo de conocimiento y su alcance dentro del salón de clase.…
Firsthand Learning Through Intent Participation
This article examines how people learn by actively observing and "listening-in" on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fr…
Side by Side: Learning by Observing and Pitching In
This article examines cultural practices that support informal learning as children observe and pitch in with everyday activities that are integrated into family and community life. We discuss the social and cultural grounding of this learning tradition, drawing on research carried out in different parts of the world during more than 60 years. Children learn by watching, listening, and attending, often with great concentration, by taking purposef…
Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to Be Separate-But-Together
Young children's experience with nonverbally organized social interaction constitutes a primary kind of enculturation. As they acquire the ability to participate in everyday interactions, they simultaneously learn the cultural meanings embedded in them. This article describes the acquisition by Mazahua children of a separate-but-together interactional style. An appreciation of the nonverbal meanings involved can further our understanding of the n…
Responsibility and Reciprocity: Social Organization of Mazahua Learning Practices
This article describes Mazahua children's participation in learning interactions that take place when they collaborate with more knowledgeable others in everyday activities in family and community settings. During these interactions they coordinate their actions with those of other participants, switching between the roles of "knowledgeable performer" and "observing helper." It is argued that experience with this way of interacting implies readin…
El conocimiento cultural en el aula: Niños indígenas y su orientación hacia la observación
En el salón de clase los alumnos manejan un conocimiento cultural que han adquirido por ser miembros de un grupo sociocultural particular. En parte este conocimiento se trata de formas sociales particulares de organizar el aprendizaje que se pueden identificar en los comportamientos y actitudes de los niños frente el quehacer escolar. Este artículo indaga acerca de la naturaleza de este tipo de conocimiento y su alcance dentro del salón de clase.…
Spontaneous cultural compatibility: Mazahua students and their teachers constructing trusting relations
(1994). Spontaneous cultural compatibility: Mazahua students and their teachers constructing trusting relations. Peabody Journal of Education: Vol. 69, Negotiating the Culture of Indigenous Schools, pp. 60-70
Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to Be Separate-But-Together
Young children's experience with nonverbally organized social interaction constitutes a primary kind of enculturation. As they acquire the ability to participate in everyday interactions, they simultaneously learn the cultural meanings embedded in them. This article describes the acquisition by Mazahua children of a separate-but-together interactional style. An appreciation of the nonverbal meanings involved can further our understanding of the n…
Passivity or tacit collaboration: Mazahua interaction in cultural context
What’s Different about Learning in Schools as Compared to Family and Community Settings
Mehan provides an impressive account of the breadth and richness of the empirical work produced by interaction researchers working in educational settings. In doing so, he shows the tremendous contribution they have made in furthering our understanding of the complexities of what happens in schools and the kinds of social and cultural processes involved. Most noteworthy in this regard is his pointing to how researchers have been able to ‘uncover’…
The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era
The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era. Rubén Donate. Albany: State University of New York Press, 1997. 210 pp
Finding Ways to Study Culture in Context
In research on cultural aspects of human development, the challenge is to find ways to study differences that (1) do not reify culture as specific behavioral or attitudinal characteristics; (2) do not isolate cultural particularities from the economic, social, political, and historical contexts in which they appear and function, buth rather take these contexts into account, and (3) recognize cultural adaptation and improvisation. This paper discu…
Firsthand Learning Through Intent Participation
This article examines how people learn by actively observing and "listening-in" on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fr…
Cultural variation in children's observation during a demonstration
Ethnographic research indicates that in a number of cultural communities, children's learning is organised around observation of ongoing activities, contrasting with heavy use of explanation in formal schooling. The present research examined the extent to which first- to third-grade children observed an adult's demonstration of how to fold origami figures or observed the folding of two slightly older children who also were trying to make the figu…
Responsibility and Reciprocity: Social Organization of Mazahua Learning Practices
This article describes Mazahua children's participation in learning interactions that take place when they collaborate with more knowledgeable others in everyday activities in family and community settings. During these interactions they coordinate their actions with those of other participants, switching between the roles of "knowledgeable performer" and "observing helper." It is argued that experience with this way of interacting implies readin…
Side by Side: Learning by Observing and Pitching In
This article examines cultural practices that support informal learning as children observe and pitch in with everyday activities that are integrated into family and community life. We discuss the social and cultural grounding of this learning tradition, drawing on research carried out in different parts of the world during more than 60 years. Children learn by watching, listening, and attending, often with great concentration, by taking purposef…
Firsthand learning through intent participation
This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observationand listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fro…
Estilo interacional e o significado não verbal: Crianças Mazahua aprendem como viver no modo separado-mas-junto
Young children ́s experience with nonverbally organized social interaction\nconstitutes a primary kind of enculturation. As they acquire the ability to\nparticipate in everyday interactions, they simultaneously learn the cultural meanings\nembedded in them. This article describes the acquisition by Mazahua children of a\nseparate-but-together interactional style. An appreciation of the nonverbal meanings\ninvolved an further our understanding of …
One, Two, Three, Eyes on Me! Adults Attempting Control versus Guiding in Support of Initiative
This article examines and contrasts two distinct patterns of assisting children's learning that relate to adults' participation in different cultural practices: strategies to control children's attention and motivation versus supportive guidance including children's initiative. We report case studies of the instructional approaches taken by 4 research assistants who were asked to follow a script to casually demonstrate how to make an object, leav…
Two Mazahua (Mexican) communities: Introducing a collective orientation into everyday school life
Psychology (13 works) · Indigenous Cultures and Socio-Education (12 works) · Social Psychology (11 works) · Sociology (9 works) · Developmental psychology (7 works) · Early Childhood Education and Development (7 works) · Pedagogy (6 works) · Mathematics education (5 works) · Epistemology (4 works) · Multilingual Education and Policy (4 works)