This best-selling text explores the meaning, necessity, and benefits of multicultural educationin a sociopolitical contextfor students of all backgrounds. Sonia Nieto and Patty Bode look at how personal, social, political, cultural, and educational factors affect the success or failure of students in today's classroom. Expanding upon the popular case-study approach, Affirming Diversity: The Sociopolitical Context of Multicultural Educationexamines the lives of real students who are affected by multicultural education, or the lack of it. This social justice view of multicultural education encourages teachers to work for social change in their classrooms, schools, and communities.
Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, University of Massachusetts, Amherst. She has taught students at all levels from elementary through graduate school and she continues to speak and write on multicultural education, the education of Latinos, and other culturally and linguistically diverse student populations. Other books include The Light in Their Eyes: Creating Multicultural Learning Communities (2010, 2nd ed), What Keeps Teachers Going? (2003), and two edited volumes, Puerto Rican Students in U.S. Schools (2000) and Why We Teach (2005). She has received many awards for her research, advocacy, and activism, including an Annenberg Institute Senior Fellowship (1998–2000), the Outstanding Language Arts Educator of the Year from the National Council of Teachers of English (2005), the Social Justice Education Award from the American Educational Research Association (2008), and honorary doctorates from Lesley University (1999), Bridgewater State University (2004), DePaul University (2007), and Manhattanville College (2009).
Patty Bode is the Director of Art Education for Tufts University in affiliation with the School of the Museum of Fine Arts, Boston. Her research interests include multicultural theory and practice in teacher preparation, the arts in urban education, and the role of visual culture in the expression of student knowledge. She has published and lectured on retheorizing identity and curriculum, redefining multicultural education, and critical art pedagogy. Years of experience as an activist public school teacher and teacher educator inform her art making, research, and teaching. She has received awards for efforts in anti-racist curriculum reform and bridging theory and practice in multicultural education, including the 2010 Art Educator of the Year for Higher Education of the Eastern USA Region by the National Art Education Association, the Massachusetts 2010 Art Educator of the Year for Higher Education by the Massachusetts Art Education Association, and 2005 Multicultural Educator of the Year Award from the National Association for Multicultural Education.
Part 1: Setting the Stage
Chapter 1 Understanding the Sociopolitical context of Schooling
Chapter 2 Defining Multicultural Education for School Reform
Part 2: Developing a Conceptual Framework for Multicultural Education
Chapter 3 Racism, Discrimination, and Expectations of Students’ Achievement
Chapter 4 Structural and Organizational Issues in Classrooms and Schools
Chapter 5 Culture, Identity, and Learning
Chapter 6 Linguistic Diversity in U.S. Classrooms
Chapter 7 Understanding Student Learning and School Achievement
Part 3: Implications of Diversity for Teaching and Learning in a Multicultural Society
Chapter 8 Learning from Students
Chapter 9 Adapting Curriculum for Multicultural Classrooms
Chapter 10 Affirming Diversity: Implications for Teachers, Schools, and Families and Communities