Affirming diversity : the sociopolitical context of multicultural education / Sonia Nieto, Patty Bode.

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Bibliographic Details
Main Author: Nieto, Sonia
Other Authors: Bode, Patty
Language:English
Published: Boston, MA : Pearson Education, [2012], ©2012.
Edition:Sixth edition.
Subjects:
Multicultural education > United States > Case studies.
Genre:
Case studies.
Physical Description:xxvii, 450 pages : illustrations ; 23 cm
Format: Book
Contents:
  • 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.