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Affirming Diversity : The Sociopolitical Context of Multicultural Education

ISBN: 9780801314209 | 0801314208
Edition: 2nd
Format: Paperback
Publisher: Longman Publishing Group
Pub. Date: 10/1/1995

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Table of ContentsAuthor Biography
List of Case Studiesxi(4)
Forewordxv(4)
Jim Cummins
Prefacexix(4)
First Edition Acknowledgments... MORE
Introduction1(8)
What Good Can Multicultural Education Do?1(3)
Overview4(2)
Some Assumptions6(2)
Conclusion8(1)
Notes8(1)
PART I: SETTING THE STAGE: APPROACHES AND DEFINITIONS9(22)
CHAPTER 1: Why the Case Study Approach?
11(12)
Case Studies: A Mosaic of Students in U.S. Schools
11(2)
Defining the Case Study Approach
13(2)
Challenging Stereotypes
15(1)
Format of the Case Studies
15(2)
Selection of Students
17(1)
Academic Success and Failure
17(3)
Placement of the Case Studies in Chapters
20(2)
Notes
22(1)
CHAPTER 2: About Terminology
23(8)
Making Choices about What Terms to Use
23(4)
Lumping Groups Together
27(2)
Conclusion
29(1)
Notes
29(2)
PART II: DEVELOPING A CONCEPTUAL FRAMEWORK: MULTICULTURAL EDUCATION IN A SOCIOPOLITICAL CONTEXT31(248)
CHAPTER 3: Racism, Discrimination, and Expectations of Students' Achievement
33(53)
The Persistence of Racism and Discrimination
35(7)
Definitions of Racism and Discrimination
36(3)
Manifestations of Racism and Discrimination in Schools
39(3)
Expectations of Students' Achievement
42(3)
Summary
45(1)
To Think About
46(1)
Notes
46(5)
CASE STUDIES
51(35)
Linda Howard
Unless you're mixed, you don't know what it's like to be mixed.
51(14)
Rich Miller
Self-respect is one gift that you give yourself.
65(11)
Vanessa Mattison
A good education is like growing, expanding your mind and your views.
76(10)
CHAPTER 4: Structural Factors in Schools
86(50)
Tracking
87(3)
Testing
90(2)
The Curriculum
92(5)
Pedagogy
97(2)
Physical Structure
99(1)
Disciplinary Policies
100(1)
Limited Role of Students
101(2)
Limited Role of Teachers
103(1)
Limited Parent and Community Involvement
104(1)
Summary
105(1)
To Think About
105(1)
Notes
106(5)
CASE STUDIES
111(25)
Avi Abramson
I didn't know what to expect `cause it was such a different curriculum.
111(13)
Fern Sherman
If there's something in the history book that's wrong, I should tell them that it is wrong.
124(12)
CHAPTER 5: Cultural Issues and Their Impact on Learning
136(51)
Learning Style
139(2)
Communication Style
141(2)
Cultural Discontinuities and School Achievement
143(2)
Culture-Specific Educational Accommodations
145(2)
Summary
147(2)
To Think About
149(1)
Notes
149(4)
CASE STUDIES
153(34)
Marisol Martinez
I'm proud of myself and my culture, but I think I know what I should know.
153(10)
James Karam
I'd like to be considered Lebanese.
163(10)
Hoang Vinh
They just understand some things outside, but they cannot understand something inside our hearts.
173(14)
CHAPTER 6: Linguistic Diversity in Multicultural Classrooms
187(42)
Linguistic Diversity and Impact on Learning
188(1)
Exploring Linguistic Diversity through Bilingual Education
188(1)
Bilingual Education: The Need Grows
189(1)
Definitions and Program Models
190(3)
The History and Politics of Bilingual Education
193(2)
Results of Bilingual Education: What Works and Why?
195(2)
Bilingual Education and Equal Educational Opportunity
197(1)
Problems and Issues
198(4)
Summary
202(1)
To Think About
203(1)
Notes
203(5)
CASE STUDIES
208(21)
Manuel Gomes
It's kind of scary at first, especially if you don't know the language.
208(12)
Yolanda Piedra
Once you get the hang of it, you'll start getting practice with people and teachers, no matter if you talk English or Spanish.
220(9)
CHAPTER 7: Toward an Understanding of School Achievement
229(50)
Deficit Theories Revisited
230(3)
Economic and Social Reproduction Revisited
233(2)
Cultural Incompatibilities Revisited
235(1)
The Immigrant Experience versus the "Minority" Experience
236(4)
Resistance Theory
240(1)
A More Comprehensive View
241(4)
Summary
245(1)
To Think About
246(1)
Notes
246(4)
CASE STUDIES
250(29)
Paul Chavez
I don't want to speak too soon, but I'm pretty much on a good road here.
250(15)
Ron Morris
I just felt like the realest person on earth.
265(14)
PART III: IMPLICATIONS OF DIVERSITY FOR TEACHING AND LEARNING IN A MULTICULTURAL SOCIETY279(110)
CHAPTER 8: Learning from Students
281(25)
The Meaning of Success
281(2)
Pride and Conflict in Culture
283(10)
Conflict and Ambivalence
284(3)
Self-Identification and Conflict
287(1)
Creating New Cultures
288(1)
Choices for Survival and Success
289(1)
Messages about Language and Culture
290(3)
Beyond Academics
293(3)
Keeping on Track
293(1)
Shields against Peer Pressure
294(1)
Developing Critical Thinking and Leadership Skills
294(1)
Belonging
295(1)
Family, Community, and School Environments for Success
296(4)
The Crucial Role of Family
296(3)
Teachers, Schools, and Caring
299(1)
Summary
300(2)
To Think About
302(1)
Notes
303(3)
CHAPTER 9: Multicultural Education and School Reform
306(20)
A Definition of Multicultural Education
307(15)
Multicultural Education Is Antiracist Education
308(3)
Multicultural Education Is Basic Education
311(1)
Multicultural Education Is Important for All Students
312(2)
Multicultural Education Is Pervasive
314(2)
Multicultural Education Is Education for Social Justice
316(1)
Multicultural Education Is a Process
317(1)
Multicultural Education Is Critical Pedagogy
318(4)
Summary
322(1)
To Think About
323(1)
Notes
324(2)
CHAPTER 10: Developing Environments That Foster High-Quality Education: The Role of Multicultural Education
326(19)
Lessons from Students: Maintaining and Affirming Pride in Culture
328(3)
Strengthening Bilingual Programs
328(1)
Developing Comprehensive Multicultural Programs
329(2)
Support Beyond Academics
331(3)
Inclusive and Meaningful Activities
332(1)
Implications for Families and Communities
333(1)
Developing Environments for Success
334(7)
Mutual Accommodation
334(2)
Communication
336(2)
Raising Expectations and Standards
338(1)
Expanding the Meaning of Parental Involvement
339(2)
Summary
341(1)
To Think About
342(1)
Notes
342(3)
CHAPTER 11: Affirming Diversity: Implications for Schools and Teachers
345(17)
Expanding Definitions: What It Means to Be American
345(4)
Levels of Multicultural Education and Support
349(8)
Starting Out
349(1)
Afrocentrism and Multicultural Education
350(2)
Becoming a Multicultural Person
352(1)
A Model of Multicultural Education
353(4)
Summary
357(3)
To Think About
360(1)
Notes
360(2)
CHAPTER 12: Multicultural Education in Practice
362(27)
Problem-Posing: Reconsidering School Policies and Practices in a Multicultural Context
364(2)
Countering Racism, Discrimination, and Low Expectations
366(4)
Promoting and Actively Working toward Creating a Diverse Staff
366(1)
Making Differences and Similarities an Explicit Part of the Curriculum
367(1)
Making Racism and Discrimination an Explicit Part of the Curriculum
368(2)
Changing Schools: Restructure and Renewal
370(9)
Tracking
370(1)
Testing
371(1)
The Curriculum
372(2)
Pedagogy
374(1)
Physical Structure
374(1)
Disciplinary Policies
375(1)
Limited Role of Students
376(1)
Limited Role of Teachers
377(1)
Limited Parent and Community Involvement
378(1)
Respecting and Affirming Cultural Differences
379(1)
Linguistic Diversity as a Resource
380(1)
Resources for Collaboration and Educational Transformation
381(3)
Novels and Other Resources on the Ethnic and Immigrant Experience
384(2)
Summary
386(1)
Notes
387(2)
Glossary389(4)
Bibliography393(22)
Index415
Sonia Nieto is currently Professor of Language, Literacy, and Culture in the School of Education at the University of Massachusetts, Amherst.

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