RENT TEXTBOOKS

by: Bennett, Christine I.

ISBN: 9780132476812 | 0132476819

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Part I.  The Case for Multicultural Education

Chapter 1.  Multicultural Schools: What, Why, and How

    What Is Multicultural Education?

    The Core Values in Multicultural Education

    Why Is Multicultural Education Essential?

    ... MOREConditions for Multicultural Schools

    The Critics of Multicultural Education

    Conclusions

    Selected Sources for Further Study

Chapter 2.  Culture, Race and the Contexts for Multicultural Teaching

What Is Culture?

    What is Race and How Does It Differ from Culture?

    What Do We Mean by Ethnic Groups?

    What Works Best in 21^st Century America: Cultural Assimilation, Cultural Pluralism, or Something Else?

    Guidelines for Understanding Cultural Differences in the Classroom: Aspects of Ethnicity

    Conclusions

    Selected Sources for Further Study

Chapter 3.  Race Relations and the Nature of Prejudice

    How Prevalent Are Prejudice and Racism Today

    What is Prejudice?

    What is Racism?

    Theories of Ethnic Identity: How Can Teachers Benefit?

    The Nature of Stereotypes and Multicultural Teaching

    Africa: An Illustration of Unintentional Racism and the Need for Curriculum Reform

    Conclusions

    Selected Sources for Further Study

 

Part II. Roots of ethnic Diversity in the United States: The Conflicting Themes of Assimilation and Pluralism

Chapter 4.  Immigration and the American Dream: European American and Jewish American Perspectives

Immigration

    What Is the American Dream?

    Classic and Contemporary Immigration Eras: How Are They Alike and How Are they Different?

     European American Perspectives

    Jewish American Perspectives

    Who Has Assimilated?

    Conclusions

    Selected Sources for Further Study

Chapter 5.   Colonialism, Involuntary Immigration and The American Dream: American Indian and African Americans Perspectives

    American Indians

    African Americans

    Selected Sources for Further Study

Chapter 6.  Colonialism, Immigration, and the American Dream: Latino Perspectives

    Latinos in the United States: Who are they?

    Caribbean Latinos: Puerto Ricans, Cubans, and Dominicans

    Mexican Americans: How can their history help us understand immigration issues today?

    Migrant Farm Workers

    Latinos in the Heartland: Are they integrating into U.S. society?

    Selected Sources for Further Study

Chapter 7.  Contemporary Immigration and the American Dream: Asian, Muslim, and Arab American Perspectives

    Who Are the Asian Americans?

    Muslims in the United States (with Salman H. Al-Ani)

    Arab Americans (with Salman H. Al-Ani)

    Conclusions

    Selected Sources for Further Study

 

Part III.  Individual Differences and societal inequities That Affect Teaching and Learning

Chapter 8. Learning Styles and Culturally Competent Teaching

    What is Learning Style?

    Why be concerned about learning styles?

    Three Strategies for Discovering Learning Styles 

    Relationships between Culture and Learning Style

    Learning Styles and Teaching Styles

    The Promise of Culturally Competent Teaching

    Conclusions

    Selected Sources for Further Study

Chapter 9.  Reaching All Learners: Perspectives on Gender, Class, and Special Needs

    Addressing the Achievement Gap

    How Does Gender Make a Difference?

    How Does Class Make a Difference?

    Special Education: The Simultaneity of Race, Class and Gender

    Cooperative Learning: Reaching All Learners in Inclusive Schools and Classrooms

    Conclusions

    Selected Sources for Further Study

 

Chapter 10.  Teaching in Linguistically Diverse Classrooms, by James S. Damico

    English Language Learners in U.S. Schools

    Bilingual Education

    Programs to Meet the Needs of English Language Learners

    What We Know about Literacy and Language Learning

    Principles and Practices for Working with English Language Learners

    Global Englishes and Language Preservation

    Conclusions

    Selected Sources for Further Study

 

Part IV. Strengthening Multicultural Perspectives in Curriculum and Instruction

Chapter 11.  Multicultural Curriculum Development: A Decision-Making Model and Lesson Plans

    Multicultural Teaching

    Rethinking the Curriculum

    Developing a Course Rationale

    The Importance of Fair-Minded Critical Thinking

    The Curriculum Model: Goals, Assumptions, and Content

    Lesson Plans That Develop Multiple Historical Perspectives

    Lesson Plans That Develop Cultural Consciousness

    Lesson Plans That Develop Intercultural Competence

    Lessons Plans That Combat Racism, Sexism, Prejudice, and Discrimination

    Lesson Plans That Develop State of the Planet Awareness

    Lesson Plans That Develop Social Action Skills

    Conclusions

    Selected Sources for Further Study

Chapter Endnotes

Index

Christine Iverson Bennett is Professor Emerita in the Department of Curriculum and Instruction at Indiana University.  She earned her B.A. in sociology at Northwestern University, her M.A. in social studies education at Stanford University, and her Ph.D. in social science education with specializations in ethnic studies at the University of Texas in Austin.  Prior to her doctoral studies she taught high school social studies in San Jose and Los Angeles.  During her thirty-one years at Indiana University, Professor Bennett developed and taught graduate and undergraduate courses in multicultural education; and initiated and directed The Teacher as Decision Maker Program, The Research Institute on Teacher Education, and Project TEAM, a program to recruit and support students from underrepresented minorities. She also served as director of Indiana University’s Exchange Program with Hangzhou University and conducted seminars for faculty at Al-Ain University in the United Arab Emirates and for visiting international scholars at Indiana University. Her research publications focus on the impact of multicultural social studies, classroom climates in desegregated schools, racial inequities in school discipline, racial issues in higher education, and multicultural teacher education.  She can be reached at bennettc@indiana.edu.