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Comprehensive Multicultural Education: Theory and Practice (with MyEducationLab)

ISBN: 9780205492138 | 0205492134
Edition: 7th
Format: Package
Publisher: Allyn & Bacon
Pub. Date: 1/1/2011

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SummaryTable of Contents
Written for new teachers, this guide to multicultural education presents interdisciplinary content through primary source material and vignettes of actual teachers and students.Taking the view that the primary goal of public education in the United States is to foster the intellectual and personal development of all children and youth to their fullest potential, Christine Bennett aims to help prepare teachers who are informed and caring advocates for students from all cultural, racial, socioeconomic, linguistic, and national backgrounds.Compreh... MORE
Prefacexi
Part I. The Case for Multicultural Education
1(114)
Multicultural Schools: What, Why, and How
3(38)
... MORE
Chapter Objectives
3(1)
What Is Multicultural Education
4(6)
The Case of Jesus Martinez
6(1)
The Case of Sam Johnson
7(3)
The Critics of Multicultural Education
10(2)
Potential for Conflict and Divisiveness
10(1)
Liberal Bias and Cultural Relativism
10(1)
Superficial Conception of Culture
11(1)
Co-option of Minorities
11(1)
What Do You Think?
11(1)
Core Values in Multicultural Education
12(2)
Why Is Multicultural Education Essential?
14(6)
The Need for Academic Excellence and Equity
14(2)
The Existence of a Multiethnic Society
16(2)
The Existence of an Interconnected World
18(1)
Equity and Democratic Values
18(2)
Conditions for Multicultural Schools
20(14)
Integration: Not Resegregation
20(3)
Positive Teacher Expectations
23(2)
A Learning Environment that Supports Positive Interracial Contact
25(2)
The Case of Isaac Washington
27(1)
The Case of Marcia Patton
28(3)
A Multicultural Curriculum
31(3)
Conclusions
34(2)
Compare and Contrast
36(1)
Questions and Activities
36(1)
Selected Sources for Further Study
37(1)
Notes
38(3)
The Nature of Culture and the Contexts for Multicultural Teaching
41(35)
Chapter Objectives
42(1)
What Is Culture?
43(10)
The Importance of a Worldview
44(4)
High- and Low-Context Cultures
48(4)
The Case of Fred Young
52(1)
Differences between Culture and Race
53(2)
What Do We Mean by Ethnic Groups?
55(2)
Diversity within Ethnic Groups
55(1)
When Is an Ethnic Group a Minority Group?
56(1)
Cultural Assimilation and Cultural Pluralism
57(2)
Guidelines for the Classroom: Aspects of Ethnicity
59(11)
Verbal Communication
59(4)
Nonverbal Communication
63(2)
Orientation Modes
65(1)
Social Values
66(2)
Intellectual Modes
68(2)
Conclusions
70(1)
Compare and Contrast
70(1)
Questions and Activities
70(2)
Selected Sources for Further Study
72(1)
Notes
73(3)
Race Relations and the Nature of Prejudice
76(39)
Chapter Objectives
76(1)
The Prevalence of Prejudice and Racism
77(3)
The Nature of Prejudice
80(2)
The Nature of Racism
82(7)
Distinguishing Individual, Institutional, and Cultural Racism
83(6)
Theories of Ethnic Identity
89(6)
``The Negro-to-Black Conversion Experience''
91(1)
The Banks Typology of Ethnic Identity Development
92(2)
White Racial Identity Development
94(1)
The Nature of Stereotypes and Multicultural Teaching
95(5)
Avoiding Stereotypes
99(1)
Africa: An Illustration of Racism and the Need for Curriculum Reform
100(6)
Common Misconceptions
100(4)
Some Effects of Misconceptions about Africa
104(2)
Conclusions
106(1)
Compare and Contrast
107(1)
Questions
107(1)
Activities
108(2)
Selected Sources for Further Study
110(1)
Notes
111(4)
Part II. Roots of Cultural Diversity in the United States: The Conflicting Themes of Assimilation and Pluralism
115(78)
European Americans, Jewish Americans, and African Americans
117(34)
Chapter Objectives
117(1)
Sources of Cultural Diversity in the United States: An Overview
118(1)
Anglo European Americans
119(9)
Origins: Roots of Diversity and Community
119(4)
Ethnic Pluralism in American Society
123(1)
The English, Irish, and Italians
124(3)
The Case of Jimmy Miller
127(1)
Jewish Americans
128(6)
Origins: Roots of Diversity and Community
128(2)
Orthodox, Conservative, and Reform Judaism
130(2)
Accommodation in the Face of Anti-Semitism
132(2)
The Case of Sarah Stein
134(1)
African Americans
134(9)
Three Phases of History
134(9)
Who Has Assimilated?
143(2)
Conclusions
145(1)
Compare and Contrast
146(1)
Questions
146(1)
Activities
147(1)
Selected Sources for Further Study
147(1)
Web Resources
147(1)
Notes
148(3)
American Indians, Latinos, Asians, Muslims, and Arabs in the United States
151(42)
Chapter Objectives
151(1)
American Indians
152(6)
Origins: Roots of Diversity within the Native American Community
152(2)
Conflict, Accommodation, and the Legacy of Genocide
154(4)
Latinos
158(8)
Origins: Roots of Diversity and Community
158(3)
Accommodation and the Legacy of Colonialism
161(5)
Asian Americans
166(7)
Origins: Roots of Diversity and Community
166(3)
Accommodation in the Face of Prejudice and Discrimination
169(4)
Muslims in the United States (with Salman H. Al Ani)
173(7)
Community and Diversity: Immigrant and Indigenous Origins
174(1)
Religious Organizations
175(1)
African American Muslims
176(3)
Muslim Concerns
179(1)
Arab Americans
180(5)
First Wave of Immigrants: Christian Majority
181(1)
Second Wave of Immigrants: Muslim Majority
182(1)
Arab American Origins
182(1)
Images and Challenges
183(2)
Conclusions
185(1)
Compare and Contrast
186(1)
Questions
186(1)
Activities
187(1)
Selected Sources for Further Study
187(1)
Web Resources
188(1)
Notes
189(4)
Part III. Individual Differences and Societal Inequities That Affect Teaching and Learning
193(126)
Learning Styles: Interactions between Culture and the Individual
195(32)
Chapter Objectives
195(1)
An Introduction to Learning Styles
195(1)
What Is Learning Style?
196(1)
Why Be Concerned about Learning Styles?
197(2)
Four Strategies for Discovering Learning Styles
199(9)
Field Independence-Dependence
199(2)
Students' Need for Structure
201(2)
Perceptual Modalities
203(2)
Learning-Style Inventory
205(3)
Relationships between Culture and Learning Style
208(4)
Learning Styles and Teaching Styles
212(9)
Conclusions
221(1)
Compare and Contrast
222(1)
Questions
222(1)
Activities
222(1)
Selected Sources for Further Study
223(1)
Web Resources
224(1)
Notes
224(3)
Reaching All Learners: Perspectives on Gender, Class, Ethnicity, and Special Needs
227(40)
Chapter Objectives
227(1)
The Nation's Report Card
228(8)
What Does This Report Card Tell Us?
228(2)
The Case of Kevin Armstrong
230(2)
Kevin Reconsidered
232(1)
The Case of Rachael Jones
233(1)
Reflections about Reaching All Learners
233(3)
Perspectives on Gender Differences
236(8)
Conceptions of Masculinity and Femininity
237(3)
Gender Differences in the Classroom
240(2)
Issues of Gender and Sexuality in Schools
242(2)
Perspectives on Class and Ethnic Differences
244(8)
Poverty in America: What Are the Facts?
244(2)
What Do We Know about Schools in Low-Income Communities?
246(1)
The Case of Warren Benson's Classroom
247(1)
Class and Peer Interactions in School Success
248(4)
Special Education: The Simultaneity of Race, Culture, Class, and Gender
252(6)
The Promise of Special Education and Inclusive Classrooms
252(1)
Racial Disparities in Special Education
252(3)
Socioeconomic Disparities and Cultural Clash in the Special Education System
255(1)
The Case of Max Britten
256(2)
Reaching All Learners in Inclusive Schools and Classrooms
258(1)
Conclusions
258(2)
Compare and Contrast
260(1)
Questions
260(1)
Activities
261(2)
Selected Sources for Further Study
263(1)
Notes
264(3)
Teaching Concepts and Strategies: The Development of Positive Classroom Climates
267(52)
Chapter Objectives
267(1)
The Empowering Nature of Respect
268(3)
When Respect is Absent
268(3)
The Promise of Culturally Relevant Teaching
271(5)
Principles of Culturally Relevant Teaching
272(1)
Examples of Culturally Relevant Teaching
272(2)
Funds of Knowledge Research and Teaching
274(2)
Differentiated Instruction: Achievement for All Learners in Heterogeneous Classrooms
276(9)
The No Child Left Behind Act of 2001
277(3)
Eric Jones's Classroom
280(5)
The Basics of Mastery Learning
285(5)
Experiential Learning
290(3)
Bilingual Education
293(11)
Guidelines for Teachers with Dialect-Dominant Students
303(1)
The Theory of Multiple Intelligences
304(3)
Cooperative Learning: Student Team Learning
307(5)
Conclusions
312(1)
Compare and Contrast
312(1)
Questions
312(1)
Activities
313(2)
Selected Sources for Further Study
315(1)
Web Resources
316(1)
Notes
316(3)
Part IV. Strengthening Multicultural Perspectives in Curriculum and Instruction
319(138)
Multicultural Curriculum Development: A Decision-Making Model and Lesson Plans
321(136)
Chapter Objectives
321(1)
Multicultural Teaching
322(1)
Sam Johnson's Classroom Revisited
322(1)
Rethinking the Curriculum
323(2)
Developing a Course Rationale
325(3)
The Importance of Fair-Minded Critical Thinking
328(3)
The Curriculum Model: Goals, Assumptions, and Content
331(5)
Goal One: Understanding Multiple Historical Perspectives
331(5)
Establishing Multiple Historical Perspectives---The Challenge
336(5)
Lesson Plans That Develop Multiple Historical Perspectives
341(15)
Goal Two: Developing Cultural Consciousness
354(2)
Lesson Plans That Develop Cultural Consciousness
356(26)
Goal Three: Developing Intercultural Competence
375(7)
Lesson Plans That Develop Intercultural Competence
382(18)
Goal Four: Combating Racism, Sexism, Prejudice, and Discrimination
396(4)
Lesson Plans That Combat Racism, Sexism, Prejudice, and Discrimination
400(18)
Goal Five: Raising Awareness of the State of the Planet and Global Dynamics
416(2)
Lesson Plans That Develop State of the Planet Awareness
418(17)
Goal Six: Developing Social Action Skills
432(3)
Lesson Plans That Develop Social Action Skills
435(15)
Conclusions
450(1)
Compare and Contrast
451(1)
Questions
451(1)
Activities
452(5)
The Case of Lisa Stuart
453(4)
Selected Sources for Further Study457(1)
Notes458(3)
Index461

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