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:
““What may this mean? Language of Man pronounced
By tongue of brute, and human sense expressed!
The first at least of these I thought denied
To beasts, whom God on their creation-day
Created mute to all articulate sound;
The latter I demur, for in their looks
Much reason, and in their actions, oft appears.”
—John Milton (1608–1674)
“The treatment of African and African American culture in our education was no different from their treatment in Tarzan movies.”
—Ishmael Reed (b. 1938)
“Because it is not always easy for an adult to predict what inaccurate ideas a child may have, it can help to answer questions first with one of your own: “What do you think?” Once you find out what a child is really asking, you’ll be in a better position to give a helpful answer based on the facts.”
—Joanna Cole (20th century)
“Farewell! thou art too dear for my possessing,
And like enough thou know’st thy estimate:
The charter of thy worth gives thee releasing;
My bonds in thee are all determinate.”
—William Shakespeare (1564–1616)
“The child to be concerned about is the one who is actively unhappy, [in school].... In the long run, a child’s emotional development has a far greater impact on his life than his school performance or the curriculum’s richness, so it is wise to do everything possible to change a situation in which a child is suffering excessively.”
—Dorothy H. Cohen (20th century)