Rent 9780135034811 | Choosing Democracy : A Practical Guide to Multicultural Education

Summary Table of Contents Author Biography

Unlike most other texts for Multicultural Education on the market, this one provides practical and useful teaching strategies and class-tested lesson plans, as well as a foundation for understanding the context of multicultural education. Choosing Democracy was the first text of its kind to show teachers how to construct a curriculum that is truly democratic, while at the same time meeting the requirements of today's standard's based educational environment.Most new teachers are not prepared to face the diversity of the classrooms of today. Nor... MORE

Introduction	p. 1
On Objectivity	p. 3
A Few Words About Words	p. 4
The Problem of Categories	p. 7
The Social, Economic, and Cultural Foundations of the Current School Crisis	p. 9
Democracy and the Need for Multicultural Education	p. 11
Why Choosing Democracy?	p. 11
The Current State of Public Education	p. 12
The Structural Crisis in ... MOREOur Society	p. 17
A Day in the Life	p. 21
The Crisis in Our Schools	p. 29
Schools and Democracy	p. 32
Democratic Values	p. 33
The Crisis in Our Democracy	p. 36
School Reform	p. 38
Teachers Touch the Future	p. 41
Multicultural Education	p. 42
Culture and Schooling	p. 47
The Nature of Culture	p. 48
The Macroculture and U.S. Schools	p. 53
Latino, Hispanic, Chicano, or Cultural Diversity?	p. 58
Cultural Politics and Cultural Ethics	p. 63
Teaching About Culture	p. 67
Racism and Schools	p. 74
The New Majority	p. 74
The White Minority	p. 76
Race and Racism	p. 77
Racism and African Americans	p. 89
Racism and Ethnic Conflict in a Nation of Immigrants	p. 94
Anti-Immigrant Politics	p. 102
Native Americans	p. 103
Racial Ideology and Democracy	p. 105
The Future of Democracy and Multicultural Education	p. 108
The Way Ahead	p. 108
With Liberty and Justice for Some: Democracy, Class Relations, and Schools	p. 112
Social Class and the Crisis of Poverty	p. 112
The Crisis of Poverty	p. 117
Social Class as an Analytical Concept	p. 121
The Working Poor	p. 123
Formation of the European American Working Class	p. 125
An American Dilemma: Poor Children in Poor Schools	p. 128
Interaction of Culture, Race, Class, and Poverty	p. 133
Cultural and Linguistic Deficit Explanations of School Failure: The Attempt to Avoid Class	p. 136
School Responses to Poverty	p. 140
How Society and Schools Shortchange Girls and Boys	p. 145
Gender Roles and Schools	p. 145
Tracking Female Students	p. 146
Limited Choices for Non-College-Bound Women	p. 159
Gender, Race, and Class	p. 161
Teaching Strategies to Promote Democracy and Multicultural Education	p. 173
Human Relations and Multicultural Education	p. 175
Teachers Touch the Future	p. 175
Underlying Assumptions of Human Relations	p. 176
Violence and the Urban Crisis	p. 179
How Research Limits Our Views of Students and Schools	p. 180
Teachers as Cultural Mediators	p. 188
Teaching Social Skills	p. 194
Building Positive Relationships	p. 195
Resolving Conflicts	p. 199
Teaching to Empower Students	p. 207
Five Approaches to Multicultural Education	p. 207
Selecting Themes for Empowerment and Hope	p. 220
Reality: Its Place in the Classroom	p. 226
Social Participation in Schools	p. 227
Empowerment Strategies	p. 230
The Teacher as Coach	p. 231
Working in Teams	p. 232
Democracy and Classroom Management	p. 237
Personal Safety	p. 237
Developing Democracy in Schools	p. 238
Promoting Democratic Values	p. 240
A Safe and Orderly Environment	p. 241
Extending the Teacher's Influence Through Coaching	p. 251
A Theory of Antisocial Student Behavior	p. 252
A Guide for New Teachers	p. 257
Drug Interventions	p. 260
Gang Interventions	p. 261
Teaching Gang-Associated Youth	p. 263
Promoting Democracy and Critical Thinking	p. 266
The Processes of Learning	p. 267
The Constructivist Perspective	p. 267
Overcoming Low Expectations	p. 270
The Need for Teaching Strategies to Develop Critical Thinking	p. 272
Direct Instruction in Critical Thinking	p. 275
Critical Theory and Critical Thinking	p. 278
Cooperative Learning, Democracy, and Multicultural Education	p. 287
Cooperative Learning	p. 287
The Tracking Debate	p. 289
Language-Minority Students	p. 291
Preparing a Class for Cooperative Learning	p. 292
Confronting Racism and Sexism Through Equal-Status Interaction	p. 298
Classroom Management	p. 301
Teaching Language-Minority Populations	p. 306
Language-Minority Students in the Schools	p. 306
History of Bilingualism in the United States	p. 310
Goals of Programs for English Learners	p. 314
National English Language Development Standards	p. 315
Factors Affecting the Acquisition of English	p. 316
Instructional Program Design for English Learners	p. 320
Literacy and the Language Experience Approach	p. 322
Considerations for Teachers	p. 327
Putting the Pieces into Practice	p. 328
The Dialogue Between Democracy and Multicultural Education	p. 335
Democracy, Curriculum, and Multicultural Education	p. 337
Civil Rights and Education Are Human Rights	p. 337
The Achievement Gap	p. 341
The Debate Over Textbooks	p. 352
The Multicultural Curriculum Alternatives	p. 363
Creating Your Own Materials	p. 368
The Critics of Multicultural Education	p. 369
Democratic School Reform: How Do We Get from Here to There?	p. 372
A Brief History of Education Reforms	p. 372
Neo-Liberal Reforms and the Return to Educational Inequality	p. 384
New Goals for Democratic School Reform	p. 387
A New Teacher's Survival Guide	p. 398
A Choice Between Two Futures	p. 404
References	p. 408
Author Index	p. 438
Subject Index	p. 443
Table of Contents provided by Ingram. All Rights Reserved.

Duane Campbell is an� Professor Emeritus� of Bilingual/Multicultural Education at California State University- Sacramento.

He was a teacher in Pittsburgh, Pennsylvania public schools for three years (1964-1967)� and then a Professor of Education at CSU-Sacramento� for 39 years. Dr. Campbell was the founding Chair of the Department of Bilingual/Multicultural Education and of Peace and Conflict Resolution Studies.�� He has developed courses in Social Sciences Education, Democracy,� and Multicultural Education as well as supervised history/social science� student teachers.�� Dr. Campbell is a graduate of Carnegie-Mellon University in History (1969).

He has long been active in labor rights and civil rights efforts.� He blogs at

http://www.choosingdemocracy.blogspot.com.

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