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Comprehensive Multicultural Education : Theory and Practice
ISBN: 9780205283248 | 0205283241
Edition: 4thFormat: Paperback
Publisher: Prentice Hall
Pub. Date: 8/1/1998
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This title provides the historical background, basic terminology, and social science concepts involved in multicultural education that teachers need before they enter the field. A curriculum model with six goals is provided, with many lesson plans showing how each goal can be implemented in the classroom. Both theory and practice in the text present interdisciplinary content through primary source material and vignettes of actual teachers and students, and encourage interactions between students' cultural and individual differences. Bennett aims to foster the idea that understanding and valuing students' individual differences allows teachers to encourage each student to reach his or her fullest potential.
| The Case For Multicultural Education | |
| The Case of Fred Young | |
| The Case of Sarah Stein | |
| The Case of Jimmy Miller | |
| The Case of Isaac Washington | |
| The Case of Marcia Patton | |
| The Case of Jesús Martinez | |
| The Case of Sam Johnson | |
| Overview | |
| Multicultural Schools: What, Why, and How | |
| What Is ... MORE | |
| Core Values in Multicultural Education and Curriculum | |
| Why Is Multicultural Education Essential? | |
| Conditions for Multicultural Schools | |
| Multicultural School Conditions | |
| The Nature of Culture and the Contexts for Multicultural Teaching | |
| What Is Culture? | |
| Differences between Culture and Race | |
| What Do We Mean by Ethnic Groups? | |
| Cultural Assimilation and Pluralism | |
| Guidelines for Understanding Cultural Differences in the Classroom: Aspects of Ethnicity | |
| Race Relations and the Nature of Prejudice | |
| The Prevalence of Prejudice and Racism | |
| The Nature of Prejudice | |
| The Nature of Racism | |
| Theories of Ethnic Identity | |
| The Nature of Stereotypes and Multicultural Teaching | |
| An Illustration of Racism and the Need for Curriculum Reform | |
| Africa: Common Misconceptions | |
| Conflicting Themes of Assimilation and Pluralism among European Americans, Jewish Americans, and African Americans | |
| Sources of Cultural Diversity in the United States: An Overview | |
| European Americans | |
| Jewish Americans | |
| African Americans | |
| Who Has Assimilated? | |
| Conflicting Themes of Assimilation and Pluralism among American Indians, Hispanics, Asians, Muslims, and Arabs in the United States | |
| American Indians | |
| Hispanics | |
| Asian Americans | |
| Muslims in America and Arab Americans, Salman H. Al-Ani | |
| Individual Differences That Affect Teaching And Learning | |
| Warren Benson's Classroom | |
| The Case of Kevin Armstrong | |
| The Case of Rachael Jones | |
| The Case of Max Britten | |
| The Case of Maria Chacón | |
| Theories of Learning Style and Multiple Intelligence: Interactions between Culture and the Individual | |
| An Introduction to Learning Style | |
| What Is Learning Style? | |
| Why Be Concerned about Learning Styles? | |
| Four Strategies for Discovering Learning Styles | |
| The Theory of Multiple Intelligence | |
| Relationships between Culture and Learning Style | |
| Learning Styles and Teaching Styles | |
| Learning Styles and Effective Teaching | |
| Beyond Learning Style: An Overview of Other Key Individual Differences | |
| Learning Skills | |
| Levels of Achievement and Aptitudes | |
| Motivation | |
| Self-Concept | |
| Gender | |
| Special Interests | |
| Physical Characteristics | |
| Peer Relations | |
| Family Conditions | |
| Beliefs, Attitudes, and Values | |
| Sense of Ethnic Identity | |
| Teacher Perceptions of Individual Differences Related to Ethnicity and Poverty | |
| Strengthening Multicultural Perspectives In Curriculum And Instruction | |
| The Case of Lisa Stuart | |
| Sam Johnson's Classroom Revisited | |
| Multicultural Curriculum Development: A Decision-Making Model and Lesson Plans | |
| Developing a Course Rationale | |
| Developing Plans for Instruction | |
| The Importance of Fair-Minded Critical Thinking | |
| The Curriculum Model: Goals, Assumptions, and Content | |
| Goal One: Understanding Multiple Historical Perspectives | |
| Lesson Plans That Develop Multiple Historical Perspectives | |
| Goal Two: Developing Cultural Consciousness | |
| Lesson Plans That Develop Cultural Consciousness | |
| Goal Three: Developing Intercultural Competence | |
| Lesson Plans That Develop Intercultural Competence | |
| Goal Four: Combating Racism, Sexism, Prejudice, and All Forms of Discrimination | |
| Lesson Plans That Combat Racism, Sexism, Prejudice, and Discrimination | |
| Goal Five: Raising Awareness of the State of the Planet and Global Dynamics | |
| Lesson Plans That Develop State of the Planet Awareness | |
| Goal Six: Developing Social Action Skills | |
| Implementing the Model through an Interdisciplinary Unit | |
| Historical Fiction and Multicultural Education in a World War II Unit John Kornfeld | |
| Educational Concepts and Teaching Strategies for Multicultural Classrooms | |
| The Promise of Culturally Relevant Teaching | |
| Individualizing Instruction: A Response to Cultural and Individual | |
| Differences | |
| Mastery Learning | |
| Experiential Learning | |
| Bilingual Education | |
| Learning Activity Packets and Learning Centers | |
| Independent Study | |
| Cooperative Learning: Student Team Learning | |
| Peer and Cross-Age Tutoring | |
| Connections with Multicultural Education | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
