This story began in an educational setting where two children who were physically and culturally different experienced conflict on a daily basis. Peley's family emigrated from Cambodia and Vietnam, Raji's from Bombay. Both children struggled throughout their first year of formal education in a predominately white suburban school district. Social and academic problems developed during work and play, formal literacy learning, holidays and celebrations, and home/school communications. Their teacher, Ms. Starr, also struggled as she tried to understand the two children and their families, watching helplessly as Peley and Raji became isolated in the kindergarten program. At the end of this compelling account, specific classroom recommendations are offered to present and future educators.

Autorentext

The Author: Patricia Ruggiano Schmidt, an early childhood and reading teacher for twenty-five years, earned her doctorate in Reading and Language Arts from Syracuse University. Cultural Conflict and Struggle: Literacy Learning in a Kindergarten Program rooted from her dissertation, which received recognition from the International Reading Association in 1994. Dr. Schmidt is Assistant Professor in the Education Department at Le Moyne College, New York, where her research, teaching and service revolve around literacy and multicultural education. In 1996, Dr. Schmidt was honored with the Le Moyne College Matteo Ricci Award for her work and achievements related to campus diversity.

Zusammenfassung
"A wonderful example of how qualitative research can ground such abstract concepts as multiculturalism, diversity, and inclusion in the everyday lives of children and educators. Schmidt's skillfully constructed ethnography of how a girl named Peley and a boy named Raji experience kindergarten is a must read for everyone concerned about a quality education for all." (Robert Bogdan, Professor of Cultural Foundations of Education and Sociology, Syracuse University)
"Patricia Schmidt has completed an important study of the struggles that young second-language learners face in becoming literate in school. The poignant story of Peley's and Raji's kindergarten year reminds us once again of the importance of cultural sensitivity and cultural responsiveness in literacy instruction." (Kathryn H. Au, Professor of Literacy Instruction, University of Hawaii and 1997 President for the National Reading Conference)