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In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation. Pedagogical Features Focus Questions at the beginning of each chapter assist the reader in identifying complex issues to be examined. Chapter Summaries provide a quick review of the main topics presented. Suggested Learning Experiences have been selected for their value in expanding preservice teachers' understanding of specific questions and issues raised in the chapter. Critical Readings lists extend the text to treat important issues in greater depth. New in the Second Edition New emphasis is placed on the power of social ideology in framing teachers#xE2;#xAC;" thinking and school practices. The relationship of core values and other important social values common in the United States to school practices is explicitly discussed. Discussion of racism includes an explanation of the relationship between institutionalized racism and personal beliefs and actions. Approaches to understanding and evaluating curriculum have been expanded to include different genres and dimensions of multicultural education. A framework for understanding cultural diversity in the classroom is presented. New emphasis is placed on participating in a community of practice. This book is primarily designed for preservice teachers in courses on multicultural education, social foundations of education, principles of education, and introduction to teaching. Inservice teachers and graduate students will find it equally useful.
Etta R. Hollins is professor and chair of teacher education at the University of Southern California. She served on the prestigious Teacher Education Panel for the American Educational Research Association and has been an invited speaker for the American Educational Research Association, the Association of Teacher Educators, National Council for the Accreditation of Teacher Education, the Council of Great City Schools, and the International Reading Association
Table of Contents
|The Centrality of Culture and Social Ideology in School Learning||p. 1|
|Focus Questions||p. 1|
|Social Ideology and Diversity||p. 2|
|Learning to Teach, Teaching, and Contemporary Social Ideology||p. 5|
|Teachers' Perspectives on Culture, Learning, and Ideology||p. 7|
|Chapter Summary||p. 14|
|Suggested Learning Experiences||p. 15|
|Critical Reading||p. 15|
|The Deep Meaning of Culture||p. 17|
|Focus Questions||p. 17|
|Defining Culture||p. 18|
|Culture in the United States||p. 19|
|School Practices Reflect Cultural Norms||p. 33|
|Other Ways of Revealing the Deep Meaning of Culture||p. 34|
|Chapter Summary||p. 35|
|Suggested Learning Experiences||p. 36|
|Critical Reading||p. 36|
|Personalizing Cultural Diversity||p. 37|
|Focus Questions||p. 37|
|The Importance of Personal Awareness||p. 38|
|Classifying and Labeling People||p. 39|
|Euro-American Racial Identity||p. 40|
|Depolarizing Racial Identity||p. 42|
|E Pluribus Unum (One Out of Many)||p. 49|
|Chapter Summary||p. 57|
|Suggested Learning Experiences||p. 58|
|Critical Reading||p. 58|
|Learning About Diverse Populations of Students||p. 59|
|Focus Questions||p. 59|
|The Ethics of Data Collection||p. 61|
|Organizing for Data Collection||p. 62|
|Strategies for Data Collection||p. 63|
|Formulating Questions That Reveal the Big Picture||p. 66|
|Collecting Data on Students||p. 70|
|Data Analysis||p. 81|
|Chapter Summary||p. 83|
|Suggested Learning Experiences||p. 83|
|Critical Reading||p. 84|
|Reframing the Curriculum||p. 85|
|Focus Questions||p. 85|
|The Existing School Curriculum||p. 86|
|Curriculum for Culturally Diverse Populations||p. 93|
|A Framework for Organizing Curriculum for Equitable Access to Learning||p. 97|
|Curriculum Validation||p. 105|
|Chapter Summary||p. 106|
|Suggested Learning Experiences||p. 107|
|Critical Reading||p. 107|
|Redesigning Instruction||p. 109|
|Focus Questions||p. 109|
|Explaining School Failure||p. 110|
|Meaningful Learning in Elementary Schools||p. 114|
|Meaningful Learning in Secondary Schools||p. 119|
|Creating a Supportive Context for Learning||p. 124|
|Chapter Summary||p. 131|
|Suggested Learning Experiences||p. 132|
|Critical Reading||p. 133|
|A Framework for Understanding Cultural Diversity in the Classroom||p. 135|
|Focus Questions||p. 135|
|The Culture of Practice in a Low-Performing School||p. 136|
|Understanding Cultural Diversity in the Classroom||p. 139|
|Culturally Mediated Cognition||p. 140|
|Linking Culture and Information Processing||p. 142|
|Linking Culture, Information Processing, and Instruction||p. 147|
|Chapter Summary||p. 159|
|Suggested Learning Experiences||p. 159|
|Critical Reading||p. 160|
|Transforming Professional Practice||p. 161|
|Focus Questions||p. 161|
|Approaches to Transforming Professional Practice||p. 162|
|Monitoring Personal Professional Growth||p. 170|
|Chapter Summary||p. 177|
|Suggested Learning Experiences||p. 177|
|Critical Reading||p. 178|
|Author Index||p. 189|
|Subject Index||p. 193|
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