Affirmative Development: Cultivating Academic Ability(Critical Issues in Contemporary American Education Series)

According to Gordon and Bridglall, the ability to learn is more of a developed human capacity than a fixed aptitude with which one is born. They argue that the emergence of academic ability is associated with exposure to specialized cultures that privilege the attitudes, knowledge, and skills that schools reward. Children who are born to and raised in these cultures tend to do well in school, while those who are not exposed to such cultures tend seldom rise to high levels of academic achievement. Through a collection of interesting essays, Affirmative Development: Cultivating Academic Ability attempts to address how we can deliberately develop academic ability in those children who are not raised under conditions that predispose them to develop high levels of academic ability.

Table of Contents:
Part 1 Part I: Affirmative Action and Affirmative Development Chapter 2 Toward the Development of Intellective Character Chapter 2 Intellective Competence: The Universal Currency in Technologically Advanced Societies Chapter 3 Intelligence as a Socialized Phenomenon Chapter 4 Affirmative Development as an Alternative to Affirmative Action Chapter 5 Meritocracy and the Opportunity to Learn Chapter 6 Cultural Experience, Academic Cultures and Academic Ability Part 7 Part II: Affirmative Development of Academic Ability Chapter 8 The Curriculum and Its Functions Chapter 9 The Teaching and Learning of Intellective Competence Chapter 10 Psychosocial Processes in the Cultivation of Intellective Competence: The Interpenetration of Affective, Cognitive, and Situative Processes in Intellective Behavior Chapter 11 Politicalization: A Neglected Pedagogical Process Chapter 12 The Problem of Transfer and Adaptability: Applying the Learning Sciences to the Challenge of the Acheivement Gap Chapter 14 Task Force Report on the Affirmative Development of Academic Ability: All Students Reaching the Top: Strategies for Closing Academic Achievement Gaps

About the Author :
Edmund W. Gordon is the Richard March Hoe Professor of Psychology and Education, Emeritus and Director of the Institute for Urban and Minority Education at Teachers College, Columbia University. He is also the John M. Musser Professor of Psychology, Emeritus at Yale University; and the Senior Scholar in Residence at The College Board. He has authored or edited over 15 books and monographs, including Compensatory Education: Preschool through College, which continues to be regarded as the classic work in its field. Edmund W. Gordon is one of the conceptual leaders of several of the major developments in public education, viz. Head Start, compensatory education, career education, school desegregation, alternatives in educational assessment, and supplementary education. Beatrice L. Bridglall is currently Research Scientist & Editor in the National Center for Children & Families at Teacher's College, Columbia University and Assistant Professor in the Department of Health and Behavior Studies at Teachers College, Columbia University. Bridglall is conducting several programs of research, including one directed at investigating the correlates of minority high academic achievement. An emerging area of interest is early childhood education, particularly the role of parental practices/investment in mediating academic achievement. Dr. Bridglall has recently published a co-edited book, Supplementary Education: The hidden curriculum of high academic achievement (Rowman & Littlefield 2005).

Review :
This collection of readings builds on constructivist and critical literacy theories to advocate not only for 'equal opportunities' and 'affirmative action,' but for gathering together all the cognitive, social, cultural, and psychological forces of society as a whole to empower children to reach their fullest academic potential. Recommended. This set of essays provides a bold vision of the many forms of human capital that any society—particularly one with abundant resources—ought to develop in its children and youth. It is a necessary handbook for educators, social workers, health professionals—anyone committed to the development and wellbeing of all young people. The development of human capacity for all, but especially for minority students, is at the core of this important book. Based on Gordon's longstanding commitment to equity and social justice and the role of education in this endeavor, this volume presents the seminal thinking of Gordon and Bridglall around the concept of Affirmative Development. Because of its original conceptualization, its richness in historical and sociopsychological details, and the practicality of the recommendations, this book is a must read for all educators interested in educational equity and in the development of academic abilities of minorities and those who are low on wealth.