A Language/culture based charter school is a Charter school whose curriculum is based on the language and culture of a specific ethnic nation or group of nations, although the schools are open to students of all ethnic backgrounds.
A review by the Washington advocacy group, National Alliance for Public Charter Schools, found that among the more than 4,600 charters nationwide, 113 have mission statements specifying such ethnic cultural themes. These include the Amber Charter School in the Washington Heights neighborhood of Manhattan, the Eugenio Maria de Hostos Charter School in Rochester, New York, both of which feature instruction in Spanish and in Hispanic cultures, the Ben Gamla Charter School, the country’s first Hebrew language charter school, which opened in Hollywood, Florida, in 2007, the Tarek ibn Ziyad Academy, the Pioneer Valley Chinese Immersion Charter School, where by grade six all subjects except English language arts will be taught in Chinese, and the Hellenic Classical Charter School in Brooklyn, New York.
A language/culture based charter school is similar in many respects to a religious charter school. Lawrence D. Weinberg, in his book Religious Charter Schools: Legalities and Practicalities, argues that a charter school can be religious in many ways and that charter schools may accommodate religious beliefs, but not endorse religious beliefs. Religious charter schools would include Catholic schools that converted to charters as happened in Washington, D.C. and some Hebrew or Arabic language schools.
Famous quotes containing the words language, culture, based, charter and/or school:
“He never doubts his genius; it is only he and his God in all the world. He uses language sometimes as greatly as Shakespeare; and though there is not much straight grain in him, there is plenty of tough, crooked timber.”
—Henry David Thoreau (1817–1862)
“If mass communications blend together harmoniously, and often unnoticeably, art, politics, religion, and philosophy with commercials, they bring these realms of culture to their common denominator—the commodity form. The music of the soul is also the music of salesmanship. Exchange value, not truth value, counts.”
—Herbert Marcuse (1898–1979)
“The common erotic project of destroying women makes it possible for men to unite into a brotherhood; this project is the only firm and trustworthy groundwork for cooperation among males and all male bonding is based on it.”
—Andrea Dworkin (b. 1946)
“When Britain first, at Heaven’s command,
Arose from out the azure main,
This was the charter of her land,
And guardian angels sung the strain:
Rule, Britannia! Britannia rules the waves!
Britons never shall be slaves.”
—James Thomson (1700–1748)
“Children in home-school conflict situations often receive a double message from their parents: “The school is the hope for your future, listen, be good and learn” and “the school is your enemy. . . .” Children who receive the “school is the enemy” message often go after the enemy—act up, undermine the teacher, undermine the school program, or otherwise exercise their veto power.”
—James P. Comer (20th century)