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Human Diversity Education,9780072287240

Human Diversity Education

by Philip L. Safford; Averil E. McClelland; Kenneth Cushner

Edition:

3rd

ISBN13:

9780072287240

ISBN10:

0072287241

Format:

Paperback

Pub. Date:

8/1/1999

Publisher(s):

MCG

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This is the 3rd edition with a publication date of 8/1/1999.

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The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

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Table of Contents

Preface

xvii

Part One FOUNDATIONS FOR MULTICULTURAL TEACHING

Education in a Changing Society

3

(24)

The Reality of Social Change

6

(4)

Demographics in Transition

7

(1)

Institutions in Transition

7

(3)

Economics and Politics

Marriage and Family Life

Organized Religion

Schools As a Reflection of Social Change

10

(3)

Demographics

10

(1)

Language

10

(1)

Ability

10

(1)

Gender

11

(1)

Students and Teachers: A Clash of Cultures?

11

(1)

Rethinking Schools and Teaching

12

(1)

Schools in Transition

13

(9)

Characteristics of Second Wave Schools: Classrooms for the Industrial Age

13

(2)

Standardization

Synchronization

Specialization

Centralization

Large Scale

Characteristics of Third Wave Schools: Classrooms for the Information Age

15

(2)

Individualization and Choice

Collaboration

Diversity

Decentralization

Small Scale

Where We Are Today

17

(1)

The Difficulty of Change

17

(2)

Goals of This Book

19

(1)

Recognize Social and Cultural Changes

20

(1)

Understand Culture and the Culture-Learning Process

21

(1)

Improve Intergroup and Intragroup Interactions

21

(1)

Transmit Cross-Cultural Understanding and Skills to Students

21

(1)

The Role of Stories, Cases, and Active Exercises in This Book

22

(2)

Stories

22

(1)

Cases

22

(1)

Active Exercises

23

(1)

Accessing the World Wide Web: Resources for Diversity

23

(1)

References

24

(3)

Multicultural Education: Historical and Theoretical Perspectives

27

(28)

Historical Perspectives on Pluralism

30

(4)

We Have Been Different from the Beginning

30

(1)

Industrialization, Immigration, and Religious Pluralism

31

(1)

The Civil War: Freedmen's Schools and the Issue of Race

32

(1)

The Civil Rights Movement and the Schools

33

(1)

Historical Perspectives on Multicultural Education

34

(9)

Anglo-Conformity and Assimilationist Ideology

34

(2)

Multiculturalism and the Pluralist Ideology

36

(1)

Legislative and Judicial Landmarks

37

(1)

Public Responses to Multicultural and Bilingual Education Reforms

38

(2)

Judicial and Legislative Mandates Regarding Equity

40

(2)

Reaction to Multicultural Education in the 1980s and 1990s

42

(1)

Contemporary Approaches to Multicultural Education Programs

43

(5)

The Sleeter and Grant Categories

43

(3)

Teaching the Culturally Different

Human Relations

Single-Group Studies

Inclusive Multicultural Education

Education That Is Multicultural and Social Reconstructionist

The Mitchell Typology

46

(2)

Models of Cultural Understanding

Models of Cultural Competence

Models of Cultural Emancipation and Social Reconstruction

The Outcomes of Multicultural Education

48

(2)

Student Outcomes

48

(1)

Program Outcomes

48

(1)

Active Exercises

49

(1)

Accessing the World Wide Web: Resources for Diversity

50

(1)

References

50

(5)

Culture and the Culture-Learning Process

55

(38)

Exploring the Concept of Culture

59

(1)

Three Views of Culture

59

(1)

Anthropology

59

(4)

Humans Construct Culture

Culture Is Shared

Culture Is Both

Objective and Subjective

Culture Is Nurtured

Sociology

63

(2)

Subculture

Microculture

Minority Group

Ethnic Group

People of Color

Cross-Cultural Psychology

65

(4)

Culture-Specific vs. Culture-General Frameworks

Themes from Cross-Cultural Psychology

The Culture-Learning Process

68

(1)

What Is Learned: The Sources of Cultural Knowledge

69

(6)

Race

Sex/Gender

Health

Ability/Disability

Social Class

Ethnicity/Nationality

Religion/Spirituality

Geographic Location

Age

Sexuality

Language

Social Status

How Culture Is Learned: The Socializing Agents

75

(2)

When Culture Is Learned

77

(3)

Primary Socialization: Cultural Similarities

Secondary Socialization

Some Results of Socialization

80

(4)

Ethnocentrism

80

(1)

Perception

81

(1)

Categorization

81

(1)

Stereotypes

82

(1)

Some Limits on Socialization

83

(1)

Understanding Cultural Differences

84

(5)

Variations in Cultural Environments: Returning to Grover's Corners

84

(2)

Variations in Cultural Attributes, Socializing Agents, and Cultural Learners

86

(2)

Active Exercises

88

(1)

Accessing the World Wide Web: Resources for Diversity

88

(1)

References

89

(4)

Classrooms and Schools as Cultural Crossroads

93

(28)

Schools and Classrooms: Where Cultures Intersect

94

(5)

Student Culture

94

(1)

Teacher Culture

94

(1)

School Culture

95

(1)

Teachers as Cultural Mediators

96

(1)

Reshaping of Cultural Identity

96

(3)

A Model of Cross-Cultural Interaction

99

(10)

Understanding Emotional Responses in Intercultural Interaction

101

(2)

Anxiety

Ambiguity

Disconfirmed Expectations

Belonging/Rejection

Confronting Personal Prejudice

Understanding the Cultural Basis of Unfamiliar Behavior

103

(3)

Communication and Language

Values

Rituals

Situational Behavior

Roles

Social Status

Time and Space Orientation

Relationship to the Group

Making Adjustments and Reshaping Cultural Identity

106

(3)

Categorization

Differentiation

Attribution

Ingroups and Outgroups

Learning Style

Application of the Culture-General Model

109

(8)

Commonalities Among Groups

110

(1)

Differences Within a Group

110

(1)

Critical Incidents at Alden High

111

(5)

Active Exercises

116

(1)

Accessing the World Wide Web: Resources for Diversity

117

(1)

References

117

(4)

Part Two MULTICULTURAL TEACHING IN ACTION

Developing Learning Communities: Language and Learning Style

121

(40)

Characteristics of a Learning Community

130

(4)

Pedagogies: Old and New

132

(1)

Roles: Old and New

133

(1)

Place of Content Knowledge: Old and New

133

(1)

Assessment: Old and New

134

(1)

Perspectives on Language Acquisition

134

(2)

Language and the Family

134

(1)

Institutional Aspects of Language

135

(1)

Perspectives on Language Variation

136

(4)

Verbal Communication

136

(3)

Accents

Dialects

Bidialectalism

Sign Language

Nonverbal Communication

139

(1)

Proxemics

Kinesics

139

(1)

Paralanguage

Culture, Language, and Learning Style

140

(11)

Components of Learning Style

141

(1)

Origins of Learning Style

142

(1)

The Relation of Language and Learning Style to Culture

142

(2)

Communication Style

144

(1)

Formal vs. Informal Communication

Emotional vs. Subdued Communication

Direct vs. Indirect Communication

Objective vs. Subjective Communication

Responses to Guilt and Accusations

Bilingual Education

145

(6)

Types of Bilingual Programs

An Explanation of Bilingual Functioning

Why Bilingual Education Is Important

Outcomes of Bilingual Education Efforts

Ethical Issues in Bilingual Education

Some Reflective Questions

151

(4)

Active Exercises

152

(2)

Accessing the World Wide Web: Resources for Diversity

154

(1)

References

155

(6)

Creating Developmentally Appropriate Classrooms: The Importance of Age and Developmental Status

161

(24)

Rationale For Developmentally Appropriate Educational Practices

167

(4)

Economic Aims for Schooling

168

(1)

Early Childhood Education and Developmentally Appropriate Practice

169

(1)

Constructivist Thought in Developmentally Appropriate Practice

169

(2)

Characteristics of a Developmentally Appropriate Classroom

171

(5)

Pedagogies: Old and New

171

(2)

Roles: Old and New

173

(2)

Place of Content Knowledge: Old and New

175

(1)

Assessment: Old and New

175

(1)

Perspectives on Age and Development

176

(5)

Sensitive Periods and Developmental Crises

176

(1)

Individual Differences and Developmental Domains

177

(1)

The Importance of Developmental Knowledge

178

(2)

Active Exercises

180

(1)

Accessing the World Wide Web: Resources for Diversity

180

(1)

References

181

(4)

Creating Inclusive Classrooms: The Health Dimension and Ability/Disability Continuum

185

(28)

Rationale for Inclusive Classrooms

190

(3)

Characteristics of an Inclusive Classroom

193

(5)

Pegagogies: Old and New

194

(1)

Roles: Old and New

194

(2)

Place of Content Knowledge: Old and New

196

(1)

Assessment: Old and New

196

(2)

Perspectives on Health and the Ability/Disability Continuum

198

(12)

The Health Dimension

198

(2)

The Ability/Disability Continuum

200

(1)

What Is ``Exceptionality?''

201

(1)

Historical Perspectives on Special Education

201

(3)

The Importance of Collaboration

204

(1)

What Does ``Flexibility'' Involve?

205

(1)

Ethical Issues

206

(3)

Active Exercises

209

(1)

Accessing the World Wide Web: Resources for Diversity

209

(1)

References

210

(3)

Developing a Collaborative Classroom: Gender and Sexual Orientation

213

(30)

Rationale for Collaborative Teaching and Learning

219

(1)

Characteristics of a Collaborative Classroom

220

(6)

Pedagogies: Old and New

221

(2)

Roles: Old and New

223

(2)

Place of Content Knowledge: Old and New

225

(1)

Assessment: Old and New

225

(1)

Perspectives on Gender and Sexual Orientation

226

(3)

Sex Role Socialization

226

(1)

Sex Role Socialization in the Middle Class

227

(1)

Masculine and Feminine Behavior

228

(1)

Perspectives on Schools as Socializing Agents

229

(4)

Sex Role Stereotypes in School

230

(2)

Recent Studies

232

(1)

Perspectives on Gender and School Culture

233

(5)

Productive and Reproductive Processes

233

(1)

Gender and European American Values in Traditional School Culture

233

(2)

Gender and School Rules

235

(1)

Homophobia and School Culture

235

(3)

Ethical Issues

238

(1)

Some Reflective Questions

238

(2)

Active Exercises

239

(1)

Accessing the World Wide Web: Resources for Diversity

239

(1)

References

240

(3)

The Classroom as a Global Community: Race, Ethnicity/Nationality, and Region

243

(40)

Rationale for the Classroom As a Global Community

253

(3)

Education for a Global Perspective

254

(1)

Hoopes's Model of Intercultural Education

254

(2)

Characteristics of a Global Classroom

256

(3)

Pedagogies: Old and New

256

(1)

Roles: Old and New

257

(1)

Place of Content Knowledge: Old and New

258

(1)

Assessment: Old and New

258

(1)

Case Analysis

259

(1)

Perspectives On a Globally Oriented Curriculum

259

(20)

Curriculum Transformation: The Case of Prejudice

259

(9)

The Functions of Prejudice

Extreme Cases of Prejudice: Hate Groups

The Components of Prejudice

White Privilege

Prejudice Formation

Prejudice Reduction

Curriculum Transformation: The International Perspective

268

(7)

Perspective Consciousness

State of the Planet Awareness

Cross-Cultural Awareness

Knowledge of Global Dynamics or World Systems

Awareness of Human Choice

Teaching the Global Perspective

Ethical Issues

275

(2)

Active Exercises

277

(1)

Some Critical Incidents

277

(1)

A Delayed Response

Nurturing a Gang?

Accessing the World Wide Web: Resources for Diversity

278

(1)

References

279

(4)

Religious Pluralism in Secular Classrooms

283

(26)

Rationale for Attending to Religion in Public Schools

286

(4)

Definitions of Religion

287

(1)

Religious Pluralism in the United States

288

(2)

Characteristics of a Classroom that Attends to Religious Pluralism

290

(4)

Pedagogies: Old and New

290

(1)

Roles: Old and New

291

(1)

Place of Content Knowledge: Old and New

292

(1)

Assessment: Old and New

293

(1)

Analysis of the Case Study

294

(1)

Perspectives on Religion and Schooling in the United States

294

(7)

Private Freedoms: Religion and Compulsory Attendance

295

(2)

Private Freedoms: The Practice of Religious Beliefs in Classrooms

297

(1)

Public Freedoms: Public Funding for Religious Schools

298

(2)

Public Freedoms: The Provision of Religious Instruction

300

(1)

Perspectives on Religious Identity

301

(4)

Religion as a Form of Personal Identity

301

(1)

The Influence of the ``Religious Right''

302

(2)

Ethical Issues

304

(1)

Some Reflective Questions

305

(1)

Active Exercises

306

(1)

Accessing the World Wide Web: Resources for Diversity

306

(1)

References

306

(3)

Assessing Progress: The Importance of Social Class and Social Status

309

(32)

Rationale for a Broadened Definition of Assessment

316

(3)

The Case Against Standardized Testing

317

(1)

The Case for Alternative Forms of Assessment

318

(1)

Characteristics of a Classroom Using Both Traditional and Alternative Assessments

319

(9)

Pedagogies: Old and New

320

(1)

Roles: Old and New

320

(1)

Place of Content Knowledge: Old and New

320

(1)

Assessment: Old and New

321

(1)

The Importance of Criteria

322

(1)

The Issue of Grading

322

(3)

Sorting

Motivation

Feedback

Case Analysis

325

(3)

Perspectives on Social Class and Social Status

328

(5)

Definitions of Social Class

328

(1)

Social Class and Minority Group Membership

329

(1)

The Working Poor

330

(1)

Social Class and Childrearing Practices

330

(2)

Social Status

332

(1)

The Importance of Teacher Expectations

332

(1)

Perspectives on Alternative Assessment

333

(3)

Demand Versus Support

333

(2)

Ethical Issues

335

(1)

Some Reflective Questions

336

(2)

Accessing the World Wide Web: Resources for Diversity

337

(1)

References

338

(3)

Classrooms of Today and Tomorrow

341

(15)

Creation of an Inclusive Environment

342

(5)

Sociocultural Inclusion

343

(2)

Curriculum Inclusion and Expansion

345

(1)

Modification of Pedagogy

346

(1)

Modification of Assessment Strategies

347

(1)

Community and the School

347

(6)

The Process of Change: From Self to Other

353

(2)

In Conclusion

355

(1)

References

356

(2)

Photo Credits

358

(1)

Author Index

359

(3)

Subject Index

362

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