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Multicultural Education: Issues and Perspectives, 6th Edition

ISBN: 9780471780472 | 0471780472
Edition: 6th
Format: Paperback
Publisher: WILEY
Pub. Date: 10/1/2006

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SummaryTable of ContentsAuthor Biography
Today's classrooms are more diverse than ever before. In order to reach these students, educators must be aware of the issues facing their various cultural, racial, ethnic, and language groups. Focusing on the pertinent issues in multicultural education, this new edition raises these critical issues and facilitates meaningful discussion. It has been completely updated with the latest developments in the field to provide the educator with all the tools necessary to become effective practitioners.
With this outstandi... MORE
Part I ISSUES AND CONCEPTS
1(84)
Multicultural Education: Characteristics and Goals
3(30)
James A. Banks
... MORE
The Nature of Multicultural Education
3(1)
High-Stakes Testing: A Challenge for Social Justice
4(1)
Multicultural Education: An International Reform Movement
5(1)
The Historical Development of Multicultural Education
6(1)
How Multicultural Education Developed
7(1)
The Nature of Culture in the United States
7(10)
The Social Construction of Categories
17(3)
The Dimensions of Multicultural Education
20(2)
The School as a Social System
22(3)
Summary
25(1)
Questions and Activities
25(1)
References
26(7)
Culture in Society and in Educational Practices
33(30)
Frederick Erickson
Culture: An Overview
33(2)
Alternative Definitions and Conceptions of Culture
35(7)
Cultural Issues in Education, in Society, and in Persons
42(5)
Teaching and Learning Multiculturally
47(7)
Conclusion: On Diversity of Tongues and Their Educational Potential
54(3)
Afterword
57(1)
Questions and Activities
57(1)
References
58(5)
Race, Class, Gender, and Disability in the Classroom
63(22)
Carl A. Grant
Christine E. Sleeter
Race, Class, Gender, Language, Disability, and Classroom Life
65(1)
Approaches to Multicultural Education
66(7)
Ms. Julie Wilson and Her Approach to Teaching
73(7)
Conclusion
80(1)
Questions and Activities
81(1)
References
82(3)
Part II SOCIAL CLASS AND RELIGION
85(48)
Social Class and Educational Equality
87(22)
Caroline Hodges Persell
Educational Structures
89(2)
Educational Beliefs
91(2)
Teachers, Curriculum, and Teaching Practices
93(6)
Consequences of Social Class and Educational Inequality
99(1)
Recommendations for Action
100(2)
Summary
102(1)
Questions and Activities
102(1)
References
103(6)
Christian Nation or Pluralistic Culture: Religion in American Life
109(24)
Charles H. Lippy
Europeans Plant Christianity in North America
109(1)
Early Signs of Diversity
110(2)
Common Themes
112(1)
The Spread of Evangelical Protestantism
113(1)
Religious Freedom and the Separation of Church and State
114(4)
Diversity, Religious Freedom, and the Courts
118(4)
Pluralism Becomes the Norm
122(3)
The New Faces of Pluralism
125(3)
Summary and Educational Implications
128(1)
Resources
129(1)
Questions and Activities
129(1)
References
130(3)
Part III GENDER
133(86)
Gender Bias: From Colonial America to Today's Classrooms
135(36)
David Sadker
Karen Zittleman
The Hidden Civil Rights Struggle
136(3)
Report Card: The Cost of Sexism in School
139(5)
Gender Bias in Today's Classrooms: The Curriculum
144(3)
Gender Bias in Today's Classrooms: Instructions
147(3)
Trends and Challenges
150(10)
A Dozen Strategies for Creating Gender-Fair Classrooms
160(2)
Questions and Activities
162(2)
References
164(7)
Classrooms for Diversity: Rethinking Curriculum and Pedagogy
171(24)
Mary Kay Thompson Tetreault
Feminist Phase Theory
171(19)
Summary
190(1)
Questions and Activities
191(1)
References
191(4)
Transforming the Curriculum: Teaching about Women of Color
195(24)
Johnnella E. Butler
Deirdre Raynor
The Primacy of Race in the United States
195(1)
Identity, Knowledge, and Experience
196(2)
Why Women of Color?
198(2)
What We Learn from Studying Women of Color
200(2)
Women of Color: The Agent of Transformation
202(3)
Teaching Using Heresies
205(2)
Teaching about Women of Color
207(5)
Conclusion
212(2)
Questions and Activities
214(1)
References
215(4)
Part IV RACE, ETHNICITY, AND LANGUAGE
219(108)
Culturally Responsive Teaching: Theory and Practice
221(26)
Gloria Ladson-Billings
Teaching and Culture
222(3)
The Illusion of a Theoretical Inquiry
225(1)
The Participant-Observer Role for Researchers Who are ``Other''
226(1)
Issues of Context and Methodology
227(1)
Concrete Experiences as a Criterion of Meaning
228(1)
The Use of Dialogue in Assessing Knowledge Claims
228(1)
The Ethic of Caring
229(1)
The Ethic of Personal Accountability
229(1)
Culturally Relevant Pedagogy and Student Achievement
230(1)
Culturally Relevant Teaching and Cultural Competence
231(1)
Culturally Relevant Teaching and Cultural Critique
232(1)
Theoretical Underpinnings of Culturally Relevant Pedagogy
233(1)
Conceptions of Self and Others
234(1)
Social Relations
235(2)
Conceptions of Knowledge
237(1)
Conclusion
238(1)
References
239(8)
Approaches to Multicultural Curriculum Reform
247(24)
James A. Banks
The Mainstream-Centric Curriculum
247(2)
Efforts to Establish a Multicultural Curriculum
249(2)
Levels of Integration of Multicultural Content
251(12)
Guidelines for Teaching Multicultural Content
263(3)
Summary
266(1)
Questions and Activities
266(1)
References
267(4)
The Colorblind Perspective in School: Causes and Consequences
271(26)
Janet Ward Schofield
Introduction
271(2)
The Research Site: Wexler Middle School
273(2)
Data Gathering
275(1)
The Colorblind Perspective and Its Corollaries
276(6)
The Functions and Consequences of the Colorblind Perspective and Its Corollaries
282(6)
Conclusions
288(1)
Acknowledgments
289(1)
Questions and Activities
289(1)
References
289(8)
Language Diversity and Schooling
297(30)
Tom T. Stritikus
Manka M. Varghese
The Immigrant Population in the United States
298(5)
Historical and Legal Overview of Language Policy in the United States
303(6)
Programmatic Responses to Linguistic Diversity
309(3)
Views on Language Learning and Teaching
312(5)
Conclusion
317(1)
Questions and Activities
318(2)
References
320(7)
Part V EXCEPTIONALITY
327(96)
Educational Equality for Students with Disabilities
329(40)
William L. Heward
Sara Ernsbarger Bicard
Rodney A. Cavanaugh
Who Are Students with Disabilities?
330(6)
History of Educational Equality for Students with Disabilities
336(2)
The Individuals with Disabilities Act: A Legislative Mandate for Educational Equality
338(13)
Educational Equality for Students with Disabilities: Progress Made but Challenges Remain
351(7)
Summary
358(1)
Questions and Activities
358(1)
References
359(10)
School Inclusion and Multicultural Issues in Special Education
369(32)
Luanna H. Meyer
Jill Bevan-Brown
Beth Harry
Mara Sapon-Shevin
The Special Education Mandate to Educate All Children
370(6)
Parent Participation and Multicultural Special Education
376(1)
The Structure of Parent Participation in the Context of Special Education
377(4)
Quality Inclusive Schooling: Building School Communities
381(8)
Diversity and Caring Communities: Outcomes for the Social Good
389(2)
Questions and Activities
391(1)
References
392(9)
Recruiting and Retaining Gifted Students from Diverse Ethnic, Cultural, and Language Groups
401(22)
Donna Y. Ford
Assumptions of the Chapter
402(1)
Recruitment Issues and Barriers
403(7)
Recruitment Recommendations
410(3)
Retention Recommendations
413(4)
Summary and Conclusions
417(1)
Questions and Activities
417(1)
References
418(5)
Part VI SCHOOL REFORM
423(43)
School Reform and Student Learning: A Multicultural Perspective
425(20)
Sonia Nieto
School Reform with a Multicultural Perspective
427(1)
Conditions for Systemic School Reform with a Multicultural Perspective
428(11)
Conclusion
439(1)
Questions and Activities
439(1)
References
440(5)
Families and Teachers Working Together for School Improvement
445(21)
Cherry A. McGee Banks
Why is Parent and Family Involvement in Schools Important?
446(1)
Historical Overview
447(1)
The Changing Face of the Family
448(5)
Teacher Concerns with Parent and Family Involvement
453(1)
Steps to Increase Parent and Family Involvement
454(7)
Summary
461(1)
Questions and Activities
462(1)
References
463(2)
Internet Resources for Information on Parent Involvement
465(1)
Appendix Multicultural Resources466(5)
Glossary471(5)
Contributors476(5)
Index481
James A. Banks is Russell F. Stark University Professor and Director of the Center for Multicultural Education at the University of Washington, Seattle. He is past President of the National Council for the Social Studies (NCSS) and the American Educational Research Association (AERA), and a member of the National Academy of Education.

Cherry A. McGee Banks is professor of education at the University of Washington, Bothell. She is the co-author of Teaching Strategies for the Social Studies: Decision-Making and Citizen Action, and is the author of Improving Multicultural
Education: Lessons From the Intergroup Education Movement.

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