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|a Machine generated contents note: Setting the Stage: Multicultural Education within a Sociopolitical Context -- 1.Understanding the Sociopolitical Context of Schooling -- Assumptions Underlying this Text -- Identity, Difference, Power, and Privilege Are All Connected -- Multicultural Education Is Inclusive of Many Differences -- Teachers Are Not the Villains -- Quality Public Education Is a Cause Worth Fighting For -- Defining the Sociopolitical Context of Multicultural Education -- Clarifying Goals and Terms of Multicultural Education -- Defining Key Terms in Multicultural Education -- About Terminology: What Should We Call People? -- Dissolving Myths About Immigration and Difference -- Naming the Underpinnings of Educational Structures -- What You Can Do Explore Your Own Heritage and the Heritage of Others -- Studying the Demographic Mosaic of U.S. Schools and Society -- Examining Political Struggles: Multicultural Education, Backlash, and Legislation -- Qualitative Research and Choices in Methodology -- What Are Case Studies? -- Beyond Generalizations and Stereotypes -- Learning from the Case Studies and Snapshots -- Conclusion -- To Think About -- Activities for Personal, School, and Community Change -- 2.Defining Multicultural Education for School Reform / Sonia Nieto -- Why School Reform? -- A Definition of Multicultural Education -- Multicultural Education Is Antiracist Education -- Multicultural Education Is Basic Education -- About Terminology: The Conundrum of Race -- Multicultural Education Is Important for All Students -- Multicultural Education Is Pervasive -- What You Can Do "Multiculturalize" Your Lessons -- Multicultural Education Is Education for Social Justice -- Multicultural Education Is a Process -- Multicultural Education Is Critical Pedagogy -- What You Can Do Learn About, and Practice, Critical Pedagogy -- Conclusion -- To Think About -- Activities for Personal, School, and Community Change -- Developing a Conceptual Framework for Multicultural Education -- 3.Racism, Discrimination, and Expectations of Students' Achievement -- Racism and Discrimination: Definitions and Dimensions -- Individual and Institutional Dimensions of Racism and Discrimination -- The Systemic Nature of Discrimination -- The History and Persistence of Racism in U.S. Schools -- What You Can Do Make Differences and Similarities an Explicit Part of Your Curriculum -- Manifestations of Racism and Discrimination in Schools -- Multicultural Teaching Story The Springfield Renaissance School Anti-Indian Mascot Committee -- Racism, Discrimination, and Silence -- Expectations of Students' Achievement -- What You Can Do Start Early -- Snapshot Kaval Sethi -- The Complex Connections Between Diversity and Discrimination -- Conclusion -- To Think About -- Activities for Personal, School, and Community Change -- Case Studies -- Linda Howard -- Rashaud Kates -- About Terminology: Whites, European Americans -- Vanessa Mattison -- 4.Structural and Organizational Issues in Classrooms and Schools -- Tracking -- What You Can Do Become Informed -- Retention -- Standardized Testing -- What You Can Do Be Proactive About Tests -- The Curriculum -- What You Can Do Use the Curriculum Critically -- Pedagogy -- What You Can Do Punch up Your Pedagogy! -- Climate and Physical Structure -- What You Can Do Enliven Your Environment -- Disciplinary Policies -- What You Can Do Create Inclusive Disciplinary Practices -- The Limited Role of Students -- The Limited Role of Teachers -- Multicultural Teaching Story Boston Teachers Union School: Teacher Leadership and Student Achievement -- Limited Family and Community Involvement -- What You Can Do Vigorously Promote Family Outreach -- Conclusion -- To Think About -- Activities for Personal, School, and Community Change -- Case Studies -- Avi Abramson -- Jasper and Viena Alejandro-Quinn -- About Terminology: American Indians, Native Americans, Indigenous People -- 5.Culture, Identity, and Learning -- Defining Culture -- Hybridity: Another Way of Understanding Culture -- Influence of Culture on Learning -- Learning Styles and Preferences -- Communication Style -- What You Can Do Respect and Affirm Student Differences -- What You Can Do Research "Families' Funds of Knowledge" -- Cultural Discontinuities and School Achievement -- Culture-Specific Educational Accommodations -- A Critical Appraisal of Culture-Specific Accommodations -- Conclusion -- To Think About -- Activities for Personal, School, and Community Change -- Case Studies -- Yahaira Leon -- About Terminology: Latinos, Hispanics, and Others -- James Karam -- Hoang Vinh -- Rebecca Florentina -- 6.Linguistic Diversity in U.S. Classrooms -- Definitions and Demographics -- A Brief Overview of the History of Language Diversity in U.S. Schools -- Language Diversity, the Courts, and the Law -- Linguistic Diversity and Learning -- Understanding Language Issues in a Sociopolitical Context -- Snapshot Liane Chang -- Approaches to Teaching Language Minority Students -- About Terminology: Asians/Pacific Islanders -- Understanding Language Development and Second-Language Acquisition -- Developing an Additive Bilingual Perspective -- What You Can Do Accept Students' Identities -- Consciously Fostering Native-Language Literacy -- Program Models for Teaching English Language Learners -- Structured English Immersion (SEI) -- Bilingual Education -- Problems and Challenges -- What You Can Do Accept Students' Language -- Conclusion -- To Think About -- Activities for Personal, School, and Community Change -- Case Studies -- Manuel Gomes -- Alicia Montejo -- 7.Understanding Student Learning and School Achievement -- Caring -- Deficit Perspectives -- What You Can Do Rely on Research to Expand Perspectives of Success -- Economic and Social Reproduction -- Cultural Incompatibilities -- What You Can Do Build Collegial Relationships for Solidarity Rooted in Research -- Out-of-School Factors (OSFs) -- Resistance and the School-to-Prison Pipeline -- What You Can Do Engage in Collaborative Research to Promote Teaching as Intellectual Work -- Cultural-Ecological Theory: Immigration, Minorities, and "Acting White" -- Snapshot Nini Rostland -- About Terminology: Mixed Race/Multiracial/Multicultural/Multiethnic -- Complicating Theories of Identities Within School Structures -- Conclusion -- To Think About -- Activities for Personal, School, and Community Change -- Case Studies -- Paul Chavez -- Latrell Elton -- Implications of Diversity for Teaching and Learning in a Multicultural Society -- 8.Learning from Students -- Redefining Success and Achievement -- Pride and Conflict in Culture and Language -- Conflict and Ambivalence -- Self-Identification and Conflict -- Snapshot Gamini Padmaperuma -- Creating New Cultures -- Identity and Learning -- What You Can Do Become Knowledgeable About Arab and Arab American Students -- Beyond Academics -- What You Can Do Widen Horizons by Acknowledging What You Do Not Know -- Keeping on Track -- Shields Against Peer Pressure -- Developing Critical Thinking and Leadership Skills -- Belonging -- Family, Community, and School Environments for Success -- The Crucial Role of Family -- What You Can Do Expand the "Comfort Zone" for You and Your Students -- Teachers, Schools, and Caring -- Multicultural Teaching Story Mr. Jarvis Adams on Teacher Care -- Conclusion -- To Think About -- Activities for Personal, School, and Community Change -- Case Studies -- Nadia Bara -- Savoun Nouch -- Christina Kamau -- 9.Adapting Curriculum for Multicultural Classrooms / Patty Bode -- Curricular Adaptation 1: A Study of Cambodia and the Cambodian American Experience -- What We Don't Know -- Preparation -- Goal Setting -- The Work of Learning -- What You Can Do Teach for Interreligious Understanding in your Multicultural Curriculum -- Curricular Adaptation 2: Expanding Definitions of Family -- Why the Topic of Family? -- Who Is Included? -- Avoiding Pitfalls -- First-Grade Curriculum Based on Big Ideas in Gina Simm's and Susie Secco's Classrooms -- Middle School Interdisciplinary Curriculum on the Theme of Family -- What You Can Do Make Your School a "Welcoming School" -- What You Can Do Use Technology to Expand Multicultural Curriculum -- Curricular Adaptation 3: Gay and Lesbian Literature: Expanding Topics for Inclusive High School Content -- Imagining Possibilities -- Student Requests and Requirements -- Student Voices -- Multicultural Teaching Story Bill Blatner: Teaching Math with Belief in Every Kid -- Snapshot Eugene Crocket -- Evolution of Curriculum -- Conclusion -- To Think About -- Activities for Personal, School, and Community Change -- 10.Affirming Diversity: Implications for Teachers, Schools, Families, and Communities -- Lessons from Students: Maintaining and Affirming Identity -- Supporting Native Language Approaches -- Developing Comprehensive Multicultural Programs -- Snapshot David Weiss -- Support Beyond Academics -- Creating Affirming Environments for Learning -- Mutual Accommodation -- Teachers' Relationships with Students -- Working with Families to Promote Student Learning -- Expanding Definitions: What It Means to Be American -- Challenging "Heartbreaking Dilemmas" -- Toward Additive Multiculturalism -- Levels of Multicultural Education -- Starting Out -- Becoming a Multicultural Person -- A Model of Multicultural Education -- Balancing Hope and Despair -- Final Thoughts -- To Think About -- Activities for Personal, School, and Community Change.
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