Cultural Diversity and Education Foundations, Curriculum, and Teaching

by Banks, James A.

• ISBN13: 9780205461035
• ISBN10: 0205461034
• Edition: 5th
• Format: Paperback
• Copyright: 2005-07-08
• Publisher: Pearson

Summary

About the AuthorJames A. Banks is the Russell F. Stark University Professor and Director of the Center for Multicultural Education at the University of Washington, Seattle. He has received many awards and honors for his research and professional service. He was elected president of the National Council for the Social Studies (NCSS) in 1982 and later received that organizationrs"s Distinguished Career Research Award. In 1997, he was elected president of the American Educational Research Association (AERA). From AERA, Professor Banks has received the Research Review Award (1993), a Distinguished Career Contribution Award (1996), and the inaugural Social Justice Award (2004) for his work ";demonstrating the critical role of education research in supporting social justice.";Professor Banks is a member of the Board of Children, Youth, and Families of the National Research Council and the Institute of Medicine of the National Academy of Sciences. He was elected to the National Academy of Education in 2004 and is a member of its Board of Directors. In 2005, he received the highest honor bestowed upon a faculty member at the University of Washington when he was selected to give the universityrs"s 29th Annual Faculty Lecture. Professor Banks will be a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford during the 2005-2006 academic year.Widely regarded as a founder of multicultural education, Professor Banks holds honorary doctorates from five universities. His books include Diversity and Citizenship Education: Global Perspectives, Teaching Strategies for Ethnic Studies, Educating Citizens in a Multicultural Society, and the Handbook of Research on Multicultural Education (Second Edition) with Cherry A. McGee Banks.

Table of Contents

Preface	xvii
Acknowledgments	xviii
PART I DIMENSIONS, HISTORY, AND GOALS	1	(66)
CHAPTER ONE The Dimensions of Multicultural Education	3	(19)
THE AIMS AND GOALS OF MULTICULTURAL EDUCATION	3	(1)
THE DIMENSIONS AND THEIR IMPORTANCE	4	(2)
LIMITATIONS AND INTERRELATIONSHIP OF THE DIMENSIONS	6	(1)
THE MEANING OF MULTICULTURAL EDUCATION TO TEACHERS	6	(1)
CONTEXTUALIZING MULTICULTURAL EDUCATION	7	(1)
THE DIMENSIONS OF MULTICULTURAL EDUCATION	8	(9)
Content Integration	8	(1)
The Knowledge Construction Process	9	(3)
Prejudice Reduction	12	(3)
Equity Pedagogy	15	(1)
An Empowering School Culture and Social Structure	16	(1)
SUMMARY	17	(1)
REFERENCES	18	(4)
CHAPTER TWO Multicultural Education and Global Citizenship	22	(17)
CHALLENGES TO THE ASSIMILATIONIST NOTION OF CITIZENSHIP	22	(1)
BALANCING UNITY AND DIVERSITY	23	(1)
LITERACY, SOCIAL JUSTICE, AND CITIZENSHIP EDUCATION	24	(1)
INCREASING DIVERSITY AND GLOBAL CITIZENSHIP EDUCATION	25	(1)
LINKING MULTICULTURAL AND GLOBAL EDUCATION: PROMISES	25	(1)
LINKING MULTICULTURAL AND GLOBAL EDUCATION: PROBLEMS	26	(1)
LINKING MULTICULTURAL AND GLOBAL EDUCATION BY HELPING STUDENTS DEVELOP THREE INTERRELATED IDENTIFICATIONS	26	(7)
Cultural, National, and Global Identifications	28	(5)
GOALS FOR GLOBAL EDUCATION	33	(1)
THE NEED FOR A DELICATE BALANCE OF IDENTIFICATIONS	33	(1)
SUMMARY	34	(3)
REFERENCES	37	(2)
CHAPTER THREE Multicultural Education: History, Development, Goals, and Approaches	39	(28)
NATIVISM, ASSIMILATION, AND CULTURAL PLURALISM	39	(2)
The Rise of Nativism	39	(1)
Nativism and Education	40	(1)
The Melting Pot	40	(1)
The Call for Cultural Pluralism	41	(1)
ETHNIC EDUCATION BETWEEN THE TWO WORLD WARS	41	(2)
THE INTERGROUP EDUCATION MOVEMENT	43	(2)
The Intergroup Education Movement Ends	44	(1)
ASSIMILATION, THE NEW PLURALISM, AND THE NEW IMMIGRANTS	45	(3)
Assimilation Continues and Helps to Shape a Nation	45	(1)
The New Pluralism	45	(1)
The New Immigrants	46	(2)
THE EMERGENCE OF MULTICULTURAL EDUCATION	48	(4)
Phase I: Mono-ethnic Courses	49	(1)
Phase II: Multiethnic Studies Courses	49	(1)
Phase III: Multiethnic Education	49	(1)
Phase IV: Multicultural Education	50	(2)
Phase V: The Institutionalization Process	52	(1)
THE GOALS OF MULTICULTURAL EDUCATION	52	(7)
Total School Reform: An Essential Goal of Multicultural Education	55	(2)
Cross-Cultural Competency	57	(2)
APPROACHES TO MULTICULTURAL CURRICULUM REFORM	59	(3)
The Contributions Approach	59	(1)
The Ethnic Additive Approach	60	(1)
The Transformation Approach	60	(1)
The Decision Making and Social Action Approach	61	(1)
Mixing and Blending the Approaches	61	(1)
SUMMARY	62	(1)
REFERENCES	63	(4)
PART II CONCEPTUAL AND PHILOSOPHICAL ISSUES	67	(82)
CHAPTER FOUR Culture, Ethnicity, and Education	69	(20)
MULTICULTURAL EDUCATION	69	(3)
The Meaning of Culture	70	(1)
Culture as Symbols and Interpretations	70	(1)
Culture as a Strategy for Survival	71	(1)
The Characteristics of Cultures	71	(1)
CULTURE, MACROCULTURE, AND MICROCULTURES	72	(1)
THE VARIABLES AND COMPONENTS OF CULTURE	73	(5)
Values and Behavioral Styles	73	(2)
Languages and Dialects	75	(1)
Nonverbal Communications	75	(1)
Cultural Cognitiveness	75	(1)
Perspectives, Worldviews, and Frames of Reference	76	(1)
Identification	76	(1)
Microcultural Groups and Individuals	76	(2)
MULTICULTURAL EDUCATION: NATURE AND LIMITATIONS	78	(1)
THE NATURE OF AN ETHNIC GROUP	79	(4)
Types of Ethnic Groups	79	(1)
Ethnic Group: A Multidimensional Concept	80	(1)
The Relationship between Physical Characteristics and Ethnic Behavior	80	(1)
The Variables of Ethnic Group Behavior	81	(2)
ETHNIC STUDIES	83	(1)
RACE AS A FACTOR IN INTERGROUP PROBLEMS 83 EDUCATION FOR ETHNIC AND RACIAL DIVERSITY	84	(1)
REDUCING RACIAL CONFLICT	85	(1)
SUMMARY	85	(1)
REFERENCES	86	(3)
CHAPTER FIVE Race, Diversity, and Educational Paradigms	89	(23)
THE NATURE OF PARADIGMS	90	(1)
MULTICULTURAL EDUCATION PARADIGMS	91	(1)
RESPONSE PARADIGMS: THE SCHOOLS REACT TO ETHNIC REVITALIZATION MOVEMENTS	91	(14)
The Ethnic Additive and Self-Concept Development Paradigms	93	(5)
The Cultural Deprivation Paradigm	98	(1)
The Language Paradigm	99	(1)
The Racism Paradigm	99	(1)
The Radical Paradigm	100	(2)
The Genetic Paradigm	102	(2)
Competing Paradigms	104	(1)
THE NEED FOR A MULTIFACTOR PARADIGM AND HOLISM	105	(3)
SUMMARY	108	(1)
REFERENCES	108	(4)
CHAPTER SIX Pluralism, Ideology, and Educational Reform	112	(18)
THE CULTURAL PLURALIST IDEOLOGY	113	(1)
THE ASSIMILATIONIST IDEOLOGY	114	(3)
The Assimilationist Ideology and Education	115	(1)
Attacks on the Assimilationist Ideology	116	(1)
A CRITIQUE OF THE PLURALIST AND ASSIMILATIONIST IDEOLOGIES	117	(2)
THE MULTICULTURAL IDEOLOGY	119	(6)
The Societal Basis for the Multicultural Ideology	122	(1)
Multiple Acculturation	123	(2)
ETHNIC SUBSOCIETIES AND NONUNIVERSALIZED CULTURAL COMPONENTS	125	(1)
SHARING POWER	126	(1)
SUMMARY	127	(1)
REFERENCES	128	(2)
CHAPTER SEVEN The Stages of Cultural Identity: Implications for Curriculum Reform	130	(19)
USE OF THE TYPOLOGY IN RESEARCH	131	(1)
EXPANDING THE TYPOLOGY TO INCLUDE NONETHNIC CULTURAL GROUPS	131	(1)
DEFINING CULTURAL GROUPS AND CULTURAL IDENTITY	132	(2)
Social Groups and Cultural Groups	133	(1)
Gender as a Cultural Group	133	(1)
SCHOLARSHIP ON OTHER CULTURAL GROUPS	134	(2)
Lower-Class Culture	134	(1)
Gay Culture	135	(1)
Deaf Culture	135	(1)
Ethnic Culture	135	(1)
ASSUMPTIONS ABOUT STUDENTS	136	(1)
Cultural Groups Are Complex and Dynamic	136	(1)
THE STAGES OF CULTURAL IDENTITY: A TYPOLOGY	137	(4)
Stage 1: Cultural Psychological Captivity	138	(1)
Stage 2: Cultural Encapsulation	138	(1)
Stage 3: Cultural Identity Clarification	139	(1)
Stage 4: Biculturalism	140	(1)
Stage 5: Multiculturalism and Reflective Nationalism	140	(1)
Stage 6: Globalism and Global Competency	141	(1)
CHARACTERISTICS OF THE CULTURAL IDENTITY TYPOLOGY	141	(2)
PRELIMINARY CURRICULAR IMPLICATIONS OF THE STAGES OF CULTURAL IDENTITY TYPOLOGY	143	(2)
Curricular Implications of Cultural Identity: Stage 1	143	(1)
Curricular Implications of Cultural Identity: Stage 2	143	(1)
Curricular Implications of Cultural Identity: Stage 3	144	(1)
Curricular Implications of Cultural Identity: Stage 4	144	(1)
Curricular Implications of Cultural Identity: Stage 5	144	(1)
Curricular Implications of Cultural Identity: Stage 6	145	(1)
SUMMARY	145	(1)
REFERENCES	146	(3)
PART III KNOWLEDGE CONSTRUCTION AND SCHOOL REFORM	149	(52)
CHAPTER EIGHT Race, Disability, Giftedness, and School Reform	151	(20)
AIMS OF THIS CHAPTER	152	(1)
RACE RELATIONS TODAY	153	(2)
THE CHALLENGE OF FOSTERING DIVERSITY	155	(1)
A FOCUS ON DIFFERENCE	156	(1)
NEW CONCEPTIONS OF DIFFERENCE	156	(3)
The Social Construction of Race	157	(1)
Lessons from the Past	158	(1)
THE CONTINUING SIGNIFICANCE OF RACE	159	(1)
THE CONTINUING SIGNIFICANCE OF CULTURE	160	(1)
EXPANSION OF EQUALITY FOR STUDENTS WITH DISABILITIES	160	(4)
Intellectual Hierarchies	161	(1)
Disability and Race	161	(1)
The Social Construction of Mental Retardation	162	(1)
The Social Construction of Giftedness	163	(1)
KNOWLEDGE, POWER, AND THE CONSTRUCTION OF CATEGORIES	164	(1)
REFORMING SCHOOLS	165	(2)
THE ROAD AHEAD	167	(1)
REFERENCES	167	(4)
CHAPTER NINE The Lives and Values of Transformative Scholars and Citizenship Education	171	(30)
AN EPISTEMOLOGICAL JOURNEY	171	(2)
THE VALUES OF RESEARCHERS	173	(1)
AIMS OF THIS CHAPTER	173	(1)
EDUCATIONAL RESEARCH, POLICY, AND PRACTICE	174	(3)
Values and the Quest for Objectivity	176	(1)
THE QUEST FOR AUTHENTIC VOICES	177	(2)
Race and Gender	178	(1)
A TYPOLOGY OF CROSS-CULTURAL RESEARCHERS	179	(3)
CASE STUDIES OF THE LIVES OF RESEARCHERS	182	(6)
Kenneth B. Clark and Research on Race	182	(2)
John Hope Franklin's Experiences with Race	184	(1)
Franklin and the Reconstruction of American History	185	(1)
The Antiracism Project of Anthropologists	185	(2)
Ruth Benedict and Antiracism Work	187	(1)
INTELLECTUAL LEADERSHIP AND ACTION	188	(2)
SOCIAL ACTION FOR SCHOLARS: BENEFITS AND RISKS	190	(1)
TRANSFORMATIVE SCHOLARS IN EDUCATION	191	(4)
Early Education Scholars and Researchers	191	(1)
Cultural Difference Theorists Today	192	(3)
IMPLICATIONS FOR CITIZENSHIP EDUCATION IN A MULTICULTURAL SOCIETY	195	(2)
Implications for Students and Teachers	195	(1)
Implications for Researchers	196	(1)
THE NEED FOR COMMITTED AND CARING RESEARCHERS	197	(1)
REFERENCES	198	(3)
PART IV CURRICULUM AND TEACHING STRATEGIES FOR DECISION MAKING AND ACTION	201	(44)
CHAPTER TEN A Curriculum for Empowerment, Action, and Change	203	(18)
TYPES OF KNOWLEDGE	203	(3)
School Knowledge	205	(1)
Knowledge and Empowerment	206	(1)
THE ATTEMPT TO REFORMULATE THE CANON	206	(3)
School Knowledge and the Dominant Canon	207	(1)
The Dominant Canon and the Popular Culture	208	(1)
A TRANSFORMATIVE CURRICULUM FOR EMPOWERMENT	209	(2)
Critical Thinking and Multiple Voices	210	(1)
A LESSON WITH DIFFERENT VOICES	211	(1)
Key Concepts and Issues	212	(1)
THE MORAL COMPONENT OF ACTION	212	(1)
TEACHING ABOUT THE CIVIL RIGHTS MOVEMENT	213	(4)
The Long Shadow of Little Rock	213	(2)
Decision Making and Citizen Action	215	(1)
The Decision-Making Process	216	(1)
THE ROLE OF THE TEACHER IN AN EMPOWERMENT AND TRANSFORMATIVE CURRICULUM	217	(2)
REFERENCES	219	(2)
CHAPTER ELEVEN Teaching Decision-Making and Social Action Skills for Social Change	221	(24)
ELEMENTS OF REFLECTIVE DECISION MAKING	221	(2)
Some Subissues Related to the Major Problem	222	(1)
STAGES IN CONSIDERING THIS ISSUE	223	(1)
Gathering Scientific Data	223	(1)
Value Inquiry	223	(1)
Decision Making and Social Action	224	(1)
THE ORIGIN OF THE ISSUE	224	(5)
The Definition of Key Concepts	226	(1)
Hypotheses	226	(1)
Testing the Hypotheses	227	(1)
Some Tentative Conclusions	228	(1)
SUGGESTED METHOD FOR TEACHING ABOUT RACIAL, ETHNIC, AND CULTURAL DIVERSITY AND PUBLIC POLICIES	229	(6)
Initiating the Unit	229	(1)
Social Science Inquiry	230	(2)
Values Inquiry	232	(1)
Spread of Opinion	232	(1)
Unfinished Sentences	233	(1)
Strongly Agree/Strongly Disagree	233	(1)
Values Grid	234	(1)
DECISION MAKING AND SOCIAL ACTION	235	(1)
Action Projects	235	(1)
THE TEACHER AS CULTURAL MEDIATOR AND CHANGE AGENT	236	(3)
A TYPOLOGY OF CROSS-CULTURAL TEACHERS	239	(2)
The Indigenous-Insider	240	(1)
The Indigenous-Outsider	240	(1)
The External-Insider	240	(1)
The External-Outsider	240	(1)
THE EFFECTIVE MULTICULTURAL TEACHER	241	(1)
SUMMARY	242	(1)
REFERENCES	242	(3)
PART V GENDER, LANGUAGE, INTERGROUP RELATIONS, AND GUIDELINES	245	(94)
CHAPTER TWELVE Gender and Educational Equity	247	(19)
GENDER EQUITY IN SCHOOLS	247	(3)
The Educational Status of Females	247	(1)
Concerns about Males	248	(1)
Implications of the Gender Debate for Schools	249	(1)
African American Male Students	249	(1)
THE ROLE OF MULTICULTURAL CONTENT IN THE CURRICULUM	250	(7)
Gender and Teaching Materials	250	(1)
In-Service Education and Materials	251	(1)
The Effects of Reading Materials	251	(2)
Vocational Choices and Expectations	253	(1)
The Effects of Television and Films	254	(1)
Curriculum Interventions and Gender-Role Attitudes	255	(1)
Trends in Recent Research	255	(2)
GENDER GAPS: WHERE SCHOOLS STILL FAIL OUR CHILDREN	257	(2)
Probing Intragender Differences	257	(1)
Acknowledging Individual Differences	258	(1)
Rethinking the Role of Schools	258	(1)
DEMOGRAPHIC CHANGES: DIFFERENCES AMONG GIRLS	259	(3)
The Growth of the Hispanic Population	259	(1)
Immigration and the Education of New American Girls	260	(1)
Regional Differences among Girls	261	(1)
School Reform	261	(1)
SUMMARY	262	(1)
REFERENCES	262	(4)
CHAPTER THIRTEEN Language, Culture, and Education	266	(26)
THE RELATIONSHIP BETWEEN LANGUAGE AND NATIONAL POLICY	267	(4)
Language Policy in the United States	267	(2)
English-Language Ethnocentrism	269	(1)
English-Only Laws	270	(1)
EQUAL EDUCATIONAL OPPORTUNITIES AND LANGUAGE EDUCATION	271	(6)
RESEARCH AND THEORY ON LANGUAGE AND DIALECT	277	(4)
Linking Culture, Ethnicity, and Language	278	(1)
Language Acquisition of Native Bilinguals	279	(2)
ASSESSMENT OF ENGLISH LANGUAGE LEARNERS (ELLS)	281	(4)
RESEARCH BASES OF BILINGUAL INSTRUCTION	285	(2)
BENCHMARKS FOR LINKING LANGUAGE AND CULTURE IN EDUCATION	287	(2)
SUMMARY	289	(1)
REFERENCES	289	(3)
CHAPTER FOURTEEN Reducing Prejudice in Students: Theory, Research, and Strategies	292	(22)
THEORIES OF PREJUDICE	292	(6)
Personality Theories of Prejudice	293	(1)
Flaws in Personality Research	294	(1)
Social Structure Theories of Prejudice	294	(2)
Social Identity Theory: The Minimal Group Paradigm	296	(1)
The Causes of Prejudice	297	(1)
MICRO APPROACHES TO PREJUDICE REDUCTION	298	(3)
MACRO APPROACHES TO PREJUDICE REDUCTION	301	(3)
AN INTERDISCIPLINARY CONCEPTUAL CURRICULUM	304	(1)
THE ROLE OF THE TEACHER IN PREJUDICE REDUCTION	305	(5)
Changing Teachers' Attitudes and Behaviors	306	(1)
A Multicultural Philosophy	307	(1)
The Teacher and the Stages of Cultural Identity	308	(1)
Cross-Cultural Experiences: Problems and Promises	309	(1)
HYPOTHESES REGARDING CROSS-CULTURAL BEHAVIOR	310	(1)
SUMMARY	311	(1)
REFERENCES	311	(3)
CHAPTER FIFTEEN Curriculum Guidelines for Multicultural Education	314	(25)
THE ROLE OF THE SCHOOL	315	(1)
CURRICULUM GUIDELINES	315	(22)
REFERENCES	337	(2)
Appendix Multicultural Education Program Evaluation Checklist	339	(8)
Index	347