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Preface | p. xiii |
About the Author | p. xvii |
Multiculturalism | p. 1 |
Cultural Differences and Schooling | p. 3 |
Chapter Plan | p. 4 |
Individualist and Collectivist Cultures: Basic Character Traits | p. 5 |
Individualist and Collectivist Cultures: Seeing, Knowing, and Interrelating with the World | p. 7 |
Universal Rules, Context, and Causality | p. 11 |
Are You an Individualist or a Collectivist? | p. 13 |
Defining American Culture | p. 14 |
American Culture, Anger, and Multiculturalism | p. 19 |
Multiculturalism and American Culture | p. 23 |
American Schools and the Meaning of American Culture | p. 26 |
The Culture of Economic Success and Consumption | p. 28 |
The Dominant American Culture and Ways of Seeing, Knowing, and Interrelating with the World | p. 30 |
Black Mobility and Assimilation to the Dominant Culture | p. 31 |
The Culture of Success for Jews, Women, Asians, Latinos/Latinas, Lesbians/Gays, and Low-Income Whites | p. 34 |
Economic Success versus Cultural Diversity | p. 37 |
E.D. Hirsch and Cultural Literacy | p. 38 |
The Dominant Culture as White Anglo-Saxon Values | p. 39 |
Should We Teach the Values of the Dominant Culture? | p. 41 |
A Lesson on Cultural Differences: Native American and English Cultures | p. 41 |
Conclusion: Multicultural Education | p. 47 |
Personal Frames of Reference | p. 48 |
Dominated Cultures | p. 53 |
Cultural Domination and Voluntary Immigration | p. 54 |
The Intersection of African and European American Cultures | p. 55 |
Ethnocentric Education: Dominated Cultures | p. 64 |
Debating Education Based on Dominated Cultures | p. 66 |
Teaching Hawaiian Culture: Alternative or Transition to Economic Success | p. 68 |
Traditional and Scientific Knowledge | p. 73 |
Indigenous Ways of Seeing, Knowing, and Interrelating with the World | p. 75 |
Is "White Trash" a Dominated Culture? | p. 78 |
Empowerment through Multicultural Education | p. 80 |
Educating for Cultural Power | p. 83 |
Conclusion | p. 84 |
Personal Frames of Reference | p. 85 |
Immigrant Cultures | p. 89 |
Patterns of Immigrant Acculturation | p. 91 |
Summer Camps for Cultural Survival | p. 96 |
Shootings at a Convenience Store and in the Woods | p. 98 |
Rebellion and School Uniforms | p. 102 |
Muslim Schools: Finding a Safe Haven | p. 104 |
Wearing Your Knicks Jacket at the Zocalo | p. 106 |
Transnationalism: The Multicultural Immigrant | p. 108 |
Varieties of Educational Experience | p. 109 |
Conclusion: Knowing Immigrant Cultures | p. 113 |
Personal Frames of Reference | p. 113 |
Cultural Frames of Reference | p. 117 |
Cultural Frames of Reference: Monoculturalism, Biculturalism, and Ethnic Identity | p. 119 |
Developing Biculturalism | p. 120 |
Biculturalism: Frame Switching | p. 122 |
Benefits of Biculturalism | p. 123 |
Monoculturalism and Biculturalism | p. 124 |
Development of Ethnic Identity | p. 132 |
Pre-Encounter | p. 133 |
Encounter | p. 134 |
Immersion-Emersion | p. 135 |
Immersion | p. 135 |
Internalization | p. 137 |
Conclusion: Ethnic Identity, Biculturalism, and Monoculturalism | p. 137 |
Personal Frames of Reference | p. 139 |
Multicultural Minds | p. 143 |
Educating Multicultural Minds: The Case of Singapore | p. 144 |
Educating Multicultural Minds: The European Union | p. 146 |
English as the World Language? | p. 151 |
Frame Switching from Local to Global: English as the Global Language | p. 152 |
Cross-Cultural Communications and Multicultural Minds | p. 157 |
Communicating between Japan and the United States | p. 158 |
Making English Global: The Role of Programs in English as a Second Language | p. 160 |
The Right to Language and Culture in the Global Economy: Maintaining Multicultural Minds | p. 162 |
Protecting Language and Culture in the United States | p. 165 |
Conclusion | p. 166 |
Personal Frames of Reference | p. 167 |
Cultural Frames of Reference: History, Gender, and Social Class | p. 173 |
Official History and Folk History | p. 174 |
Gender | p. 183 |
Gender and Immigration | p. 184 |
Conflict and Gender Roles | p. 186 |
Social Class | p. 189 |
Social Class and Cultural Capital | p. 192 |
Conclusion | p. 196 |
Personal Frames of Reference | p. 197 |
The Intersection of School Culture with Dominated and Immigrant Cultures | p. 199 |
Inequality and Schooling | p. 203 |
Resistance: The Intersection of School and Dominated Cultures | p. 205 |
Resistance: Native Americans | p. 208 |
Latinos/Latinas: The Intersection of School, Dominated, and Immigrant Cultures | p. 209 |
Asians: Comparing Dominated and Immigrant Cultures | p. 211 |
Alienation: The Intersection of School and Family Values | p. 213 |
Cultural Conflicts | p. 216 |
Conclusion | p. 217 |
Personal Frames of Reference | p. 218 |
Perspectives on Teaching Multicultural Education | p. 221 |
Teaching about Racism | p. 223 |
The Concept of Race | p. 224 |
Racism | p. 231 |
Teaching about White Guilt | p. 233 |
Teaching about Slavery to African Americans | p. 236 |
An Antibias Curriculum | p. 237 |
The Teaching Tolerance Project | p. 240 |
Antidefamation League | p. 242 |
La Escuela Fratney | p. 243 |
Conclusion: Racism and the Global Market | p. 245 |
Personal Frames of Reference | p. 246 |
Teaching about Sexism | p. 251 |
Global Concerns about Gender Equity in Education | p. 251 |
Republican Motherhood | p. 255 |
Gender Discrimination in the Classroom | p. 258 |
Single-Sex Schools and Classrooms | p. 263 |
Consciousness-Raising According to the Methods of Paulo Freire | p. 266 |
Gender Inclusive Curricula | p. 268 |
Conclusion | p. 272 |
Personal Frames of Reference | p. 274 |
Teaching to Protect and Preserve Cultures | p. 279 |
Models of Indigenous Education: Educating for the Child, Family, and Community | p. 279 |
Asante: Classical Africa | p. 285 |
Afrocentric Pedagogy | p. 286 |
Holistic Learning | p. 290 |
Personal Witnessing | p. 291 |
What Every Child Needs to Know | p. 294 |
Conclusion | p. 299 |
Personal Frames of Reference | p. 299 |
Conclusion: The Necessity of Global Multicultural Education | p. 303 |
Possible Results of Globalization | p. 304 |
Summary: The Necessity of Global Multicultural Education | p. 305 |
Author Index | p. 307 |
Subject Index | p. 311 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.