9780805861396

The Intersection of Cultures: Multicultural Education in the United States and the Global Economy

by ;
  • ISBN13:

    9780805861396

  • ISBN10:

    0805861394

  • Edition: 4th
  • Format: Nonspecific Binding
  • Copyright: 2007-09-12
  • Publisher: Lawrence Erlbau
  • Purchase Benefits
  • Free Shipping On Orders Over $35!
    Your order must be $35 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
  • We Buy This Book Back!
    In-Store Credit: $1.05
    Check/Direct Deposit: $1.00
List Price: $53.95 Save up to $28.05
  • Buy New
    $52.33
    Add to Cart Free Shipping

    PRINT ON DEMAND: 2-4 WEEKS. THIS ITEM CANNOT BE CANCELLED OR RETURNED.

Supplemental Materials

What is included with this book?

  • 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 access cards, study guides, lab manuals, CDs, etc.
  • The eBook copy of this book is 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.

Summary

The Intersection of Cultures: Global Multicultural Education, Fourth Edition offers a unique, problem-solving approach to the complex issues involved in educating culturally and linguistically diverse students. Perfect for any course devoted wholly or in part to the study of multicultural education, this text addresses a wealth of topics. A particular focus in this edition is the current global migration of peoples, and the tension between local and global cultures. Part One, Multiculturalism, includes chapters on cultural differences and schooling, dominated cultures, and immigrant cultures. Chapters in Part Two, Cultural Frames of Reference, address monoculturalism, biculturalism, and ethnic identity; multicultural minds; history, gender, and social class; and the intersection of school culture with dominated and immigrant cultures. Part Three, Perspectives on Teaching Multicultural Education, includes chapters on teaching about racism; teaching about sexism; and teaching toprotect and preserve cultures. All chapters include model multicultural lessons for elementary through college classes. These lessons serve a dual functionfirst, they can be used to help teach the content of the chapter, and second, elementary, middle school, and high school teachers can use these lessons in their own classes. Each chapter concludes with a "Personal Frames of References" section designed to engage students in relating multiculturalism to their own lives. New in the Fourth Edition: *cultural differences in ways of seeing, knowing, and interrelating with the world; *recent research findings from cross cultural psychology and the psychology of immigration; and *methods for educating "multicultural minds".

Table of Contents

Prefacep. xiii
About the Authorp. xvii
Multiculturalismp. 1
Cultural Differences and Schoolingp. 3
Chapter Planp. 4
Individualist and Collectivist Cultures: Basic Character Traitsp. 5
Individualist and Collectivist Cultures: Seeing, Knowing, and Interrelating with the Worldp. 7
Universal Rules, Context, and Causalityp. 11
Are You an Individualist or a Collectivist?p. 13
Defining American Culturep. 14
American Culture, Anger, and Multiculturalismp. 19
Multiculturalism and American Culturep. 23
American Schools and the Meaning of American Culturep. 26
The Culture of Economic Success and Consumptionp. 28
The Dominant American Culture and Ways of Seeing, Knowing, and Interrelating with the Worldp. 30
Black Mobility and Assimilation to the Dominant Culturep. 31
The Culture of Success for Jews, Women, Asians, Latinos/Latinas, Lesbians/Gays, and Low-Income Whitesp. 34
Economic Success versus Cultural Diversityp. 37
E.D. Hirsch and Cultural Literacyp. 38
The Dominant Culture as White Anglo-Saxon Valuesp. 39
Should We Teach the Values of the Dominant Culture?p. 41
A Lesson on Cultural Differences: Native American and English Culturesp. 41
Conclusion: Multicultural Educationp. 47
Personal Frames of Referencep. 48
Dominated Culturesp. 53
Cultural Domination and Voluntary Immigrationp. 54
The Intersection of African and European American Culturesp. 55
Ethnocentric Education: Dominated Culturesp. 64
Debating Education Based on Dominated Culturesp. 66
Teaching Hawaiian Culture: Alternative or Transition to Economic Successp. 68
Traditional and Scientific Knowledgep. 73
Indigenous Ways of Seeing, Knowing, and Interrelating with the Worldp. 75
Is "White Trash" a Dominated Culture?p. 78
Empowerment through Multicultural Educationp. 80
Educating for Cultural Powerp. 83
Conclusionp. 84
Personal Frames of Referencep. 85
Immigrant Culturesp. 89
Patterns of Immigrant Acculturationp. 91
Summer Camps for Cultural Survivalp. 96
Shootings at a Convenience Store and in the Woodsp. 98
Rebellion and School Uniformsp. 102
Muslim Schools: Finding a Safe Havenp. 104
Wearing Your Knicks Jacket at the Zocalop. 106
Transnationalism: The Multicultural Immigrantp. 108
Varieties of Educational Experiencep. 109
Conclusion: Knowing Immigrant Culturesp. 113
Personal Frames of Referencep. 113
Cultural Frames of Referencep. 117
Cultural Frames of Reference: Monoculturalism, Biculturalism, and Ethnic Identityp. 119
Developing Biculturalismp. 120
Biculturalism: Frame Switchingp. 122
Benefits of Biculturalismp. 123
Monoculturalism and Biculturalismp. 124
Development of Ethnic Identityp. 132
Pre-Encounterp. 133
Encounterp. 134
Immersion-Emersionp. 135
Immersionp. 135
Internalizationp. 137
Conclusion: Ethnic Identity, Biculturalism, and Monoculturalismp. 137
Personal Frames of Referencep. 139
Multicultural Mindsp. 143
Educating Multicultural Minds: The Case of Singaporep. 144
Educating Multicultural Minds: The European Unionp. 146
English as the World Language?p. 151
Frame Switching from Local to Global: English as the Global Languagep. 152
Cross-Cultural Communications and Multicultural Mindsp. 157
Communicating between Japan and the United Statesp. 158
Making English Global: The Role of Programs in English as a Second Languagep. 160
The Right to Language and Culture in the Global Economy: Maintaining Multicultural Mindsp. 162
Protecting Language and Culture in the United Statesp. 165
Conclusionp. 166
Personal Frames of Referencep. 167
Cultural Frames of Reference: History, Gender, and Social Classp. 173
Official History and Folk Historyp. 174
Genderp. 183
Gender and Immigrationp. 184
Conflict and Gender Rolesp. 186
Social Classp. 189
Social Class and Cultural Capitalp. 192
Conclusionp. 196
Personal Frames of Referencep. 197
The Intersection of School Culture with Dominated and Immigrant Culturesp. 199
Inequality and Schoolingp. 203
Resistance: The Intersection of School and Dominated Culturesp. 205
Resistance: Native Americansp. 208
Latinos/Latinas: The Intersection of School, Dominated, and Immigrant Culturesp. 209
Asians: Comparing Dominated and Immigrant Culturesp. 211
Alienation: The Intersection of School and Family Valuesp. 213
Cultural Conflictsp. 216
Conclusionp. 217
Personal Frames of Referencep. 218
Perspectives on Teaching Multicultural Educationp. 221
Teaching about Racismp. 223
The Concept of Racep. 224
Racismp. 231
Teaching about White Guiltp. 233
Teaching about Slavery to African Americansp. 236
An Antibias Curriculump. 237
The Teaching Tolerance Projectp. 240
Antidefamation Leaguep. 242
La Escuela Fratneyp. 243
Conclusion: Racism and the Global Marketp. 245
Personal Frames of Referencep. 246
Teaching about Sexismp. 251
Global Concerns about Gender Equity in Educationp. 251
Republican Motherhoodp. 255
Gender Discrimination in the Classroomp. 258
Single-Sex Schools and Classroomsp. 263
Consciousness-Raising According to the Methods of Paulo Freirep. 266
Gender Inclusive Curriculap. 268
Conclusionp. 272
Personal Frames of Referencep. 274
Teaching to Protect and Preserve Culturesp. 279
Models of Indigenous Education: Educating for the Child, Family, and Communityp. 279
Asante: Classical Africap. 285
Afrocentric Pedagogyp. 286
Holistic Learningp. 290
Personal Witnessingp. 291
What Every Child Needs to Knowp. 294
Conclusionp. 299
Personal Frames of Referencep. 299
Conclusion: The Necessity of Global Multicultural Educationp. 303
Possible Results of Globalizationp. 304
Summary: The Necessity of Global Multicultural Educationp. 305
Author Indexp. 307
Subject Indexp. 311
Table of Contents provided by Ingram. All Rights Reserved.

Rewards Program

Write a Review