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Table of Contents:
Part 1 Foundations for Teaching in an Increasingly Intercultural Context
Chapter 1 Education in a Changing Society
Case Study: Samantha Carter’s Diversity Class
The Reality of Social Change
Institutions in Transition
The Impact of Specific Changes on Basic Institutions
Rethinking Schools and Learning: The Effort to Reform Our Schools
The Difficulty of Change
Ideological Perspectives on Multicultural Education
Goals of This Book
Goal 1: To Recognize Social and Cultural Change
Goal 2: To Understand Culture, Learning, and the Culture-Learning Process
Goal 3: To Improve Intergroup and Intragroup Interactions
Goal 4: To Transmit Intercultural Understanding and Skills to Students
The Role of Stories, Cases, and Activities
Stories
Case Studies and Critical Incidents
Summary
Chapter Review
Key Terms
Reflective Questions
References
Chapter 2 Multicultural and Global Education: Historical and Curricular Perspectives
Historical Perspectives on Diversity in the United States
We Have Been Different From the Beginning
Case Study
Industrialization, Immigration, and Religious Pluralism
The Civil War: Freedmen’s Schools and the Issue of Race
Historical Perspectives on Approaches to Diversity in U.S. Schools
Anglo-Conformity and Assimilationist Ideology
Multiculturalism and Pluralist Ideology: The Civil Rights Movement and the Schools
The Emergence of Global Education in the United States
Multicultural and Global Education: Differences and Similarities
Challenges to Multicultural and Global Education in American Schools
The Difficulties of Change
Ideological Resistance to Broader Perspectives
Ideological Shifts in Governmental Politics from Liberal to Conservative
Internationalization in Higher Education
Intercultural Education and the Preparation of Teachers in Higher Education
The Impact of Global Perspectives on American Education
Summary
Chapter Review
Key Terms
Active Exercise
Reflective Questions
References
Chapter 3 Culture and the Culture-Learning Process
Exploring the Concept of Culture
Case Study: Beechland Heights: A Thought Experiment
Defining Culture
Culture in Everyday Use
Commonalities in Definitions of Culture
Humans Construct Culture
Culture Is Shared
Culture Is Both Objective and Subjective
Culture Is Nurtured
Applying the Concept of Culture
Culture-Specific Versus Culture-General Frameworks
The Culture-Learning Process
What Is Learned: The Sources of Cultural Knowledge
How Culture Is Learned: The Socializing Agents
When Culture Is Learned: The Process of Socialization
Primary Socialization and Cultural Similarities
Secondary Socialization
Some Consequences of Socialization
Perception and Categorization
Some Limits on Socialization
Understanding Cultural Differences
Variations in Cultural Environments: Returning to Beechland Heights
Variations in Cultural Attributes, Socializing Agents, and Cultural Learners
Summary
Chapter Review
Key Terms
Active Exercise
Refl ective Questions
References
Chapter 4 Classrooms and Schools as Cultural Crossroads
Case Study: Melinda’s Induction Year Dilemma
Schools and Classrooms: Where Cultures Intersect
Student Culture
Teacher Culture
Parent Culture
School Culture
Teachers as Cultural Mediators
Cross-Cultural Adaptation
Acculturation and Identity
Themes From Cross-Cultural Psychology
A Model of Intercultural Interaction
Stage 1: Understanding Emotional Responses in Intercultural Interaction
Stage 2: Understanding the Cultural Basis of Unfamiliar Behavior
Stage 3: Making Adjustments and Reshaping Cultural Identity
Applying the Culture-General Model
Identifying Commonalities Among Groups
Identifying Differences Within a Group
Critical Incidents at Wake Central High
Discussion of Critical Incidents
Summary
Chapter Review
Key Terms
Active Exercise
Reflective Questions
References
Chapter 5 Intercultural Development: Considering the Growth of Self and Others
Intercultural Competence
Case Study: Dissent at Maplewood School
Developing Intercultural Sensitivity
Ethnocentric Stages of the DMIS
Ethnorelative Stages of the DMIS
Where are You, and Most Teachers, on the Intercultural Continuum?
Critical Incidents at Maplewood
Summary
Chapter Review
Key Terms
Active Exercise
Refl ective Questions
References
Part 2 Multicultural Teaching in Action
Chapter 6 Creating Classrooms That Address Race and Ethnicity
Case Study: The Chameleon
Lay Versus Scientifi c Understanding of Race and Ethnicity
Pedagogies: Old and New
Roles: Old and New
Place of Content Knowledge: Old and New
Assessment: Old and New
Understanding Prejudice and Racism
The Functions of Prejudice
Prejudice Formation: The Components of Prejudice
How Children Learn Prejudice
Extreme Cases of Prejudice
Strategies for Prejudice Reduction
Parent and Teacher Talk
Curriculum Transformation
- Improving Social Contact and Intergroup Relations 180Some Cautions in Applying the Contact Hypothesis
- Increasing Cognitive Sophistication
- Improving Self-Confi dence and Self-Acceptance
- Increasing Empathy for and Understanding of Others
Comprehensive Programs That Improve Intergroup Relations
Antibias Education for Young Children
Cooperative Learning
A World of Difference
Facing History and Ourselves
Critical Incidents
Summary
Chapter Review
Key Terms
Active Exercise
Classroom Activities
Refl ective Questions
References
Chapter 7 The Classroom as a Global Community: Nationality and Region
Case Study: A Global Classroom
Education in a Global Society
What Is Globalization?
Characteristics of Globalization
Teaching With a Global Purpose
Education for a Global Perspective
How Do We Achieve the Cognitive Demands Required for a Global Mind-Set?
Is Technology Facilitating a Global Mind-Set?
Curriculum Transformation: The International Perspective
Perspective Consciousness
State of the Planet Awareness
Cross-Cultural Awareness
Knowledge of Global Dynamics or World Systems
Awareness of Human Choice
What, Specifi cally, Should Students Study?
Characteristics of a Global Classroom
Pedagogies: Old and New
Roles: Old and New
Place of Content Knowledge: Old and New
Assessment: Old and New
Teaching the Global Perspective
Comprehensive International Education Frameworks
Programs for the K–12 Context
International Baccalaureate Organization (IBO)
Asia Society/EdSteps
Programs for Teacher Education
Programs That Link Schools
Perspectives on a Globally Oriented Curriculum
Ethical Concerns
Summary
Chapter Review
Key Terms
Active Exercise
Classroom Activities
Reflective Questions
References
Chapter 8 Teaching in a Linguistically Diverse Classroom: Understanding the Power of Language
Case Study: Emma Lansing Learns to Listen to Language
Case Analysis
Characteristics of a Linguistically Diverse Classroom
The Need for Effective Linguistically Diverse Classrooms
Pedagogies: Old and New
Roles: Old and New
Place of Content Knowledge: Old and New
Assessment: Old and New
Perspectives on First Language Acquisition
Language and the Family
Institutional Aspects of Language in the Family
Perspectives on Language Variation
Verbal Communication
Nonverbal Communication
Perspectives on Second-Language Acquisition
Bilingualism and the Law: 1960–2015
The Current Debate on How to Teach English Learners (ELs)
Understanding Terminology
Stages in Second Language Acquisition
Understanding the Difference Between Social and Academic Language Acquisition
Other Important Concepts in Second-Language Acquisition
Ethical Issues: Local and Global
Summary
Chapter Review
Key Terms
Active Exercise
Classroom Activities
Refl ective Questions
Endnote
References
Chapter 9 Religious Pluralism in Secular Classrooms
Case Study: Religion in a Secular Classroom
Rationale for Attending to Religion in Public Schools
Defi nitions of Religion
Religious Pluralism in the United States
European Infl uences on Religion in the United States
African Infl uences on Religion in the United States
Middle Eastern Infl uences on Religion in the United States
Characteristics of a Classroom That Attends to Religious Pluralism
Pedagogies: Old and New
Roles: Old and New
Place of Content Knowledge: Old and New
Assessment: Old and New
Case Analysis
Perspectives on Religion and Schooling in the United States
Private Freedoms: Religion and Compulsory School Attendance
Private Freedoms: The Practice of Religious Beliefs in Classrooms
Public Freedoms: Public Funding for Religious Schools
Charter Schools, Home Schooling, and Voucher Programs
Public Freedoms: The Provision of Religious Instruction
Perspectives on Religious Identity
Religion as a Form of Personal Identity
Organized Religion and the Net Generation
The Current Status of Religion in American Public Schools
Ethical Issues
Summary
Chapter Review
Key Terms
Active Exercise
Classroom Activities
Reflective Questions
Endnote
References
Chapter 10 Developing Gender Inclusive Schools and Classrooms: The Emergence of Gender and Sexual Diversity
Case Study: I Never Expected Such a Firestorm!
Case Analysis
Rationale for Gender Inclusive Schools
Characteristics of a Gender Inclusive Classroom
Pedagogies: Old and New
Roles: Old and New
Place of Content Knowledge: Old and New
Assessment: Old and New
New Perspectives on Gender Identity
Sex and Gender: Different but Related
Gender Expression and Gender Identity
The Millennials and Beyond
Gender in a Global Context
Gender Role Socialization in the United States
Socialization to Gender Role in the Middle Class
Socialization to Gender Role in Popular Culture, Books, and Toys
Masculine and Feminine Behavior
Gender and the Law for Schools
Early Legislation
More Recent Legislation and Court Cases
Who Decides, Federal or State?
Major Debates at the Local Level
New Perspectives on Gender and Schooling
Schools as Socializing Agents
Re-thinking Gender and Sexual Diversity
Changing the Culture of Schooling
The Importance of Alliances
Ethical Issues
Summary
Chapter Review
Key Terms
Active Exercise
Classroom Activities
Refl ective Questions
Endnote
References
Chapter 11 Creating Developmentally Appropriate Classrooms: The Importance of Age and Developmental Status
Case Study: Age in Developmentally Appropriate Classrooms
Rationale for Developmentally Appropriate Educational Practice
Economic Aims for Schooling
Early Childhood Education and Developmentally Appropriate Practice
Constructivist Thought in Developmentally Appropriate Practice
Characteristics of a Developmentally Appropriate Classroom
Pedagogies: Old and New
Roles: Old and New
Place of Content Knowledge: Old and New
Assessment: Old and New
Perspectives on Age and Development
Sensitive Periods and Developmental Crises
Socioemotional Implications of Body Size and Body Image
Individual Differences and Developmental Domains
The Importance of Developmental Knowledge
Summary
Chapter Review
Key Terms
Active Exercise
Classroom Activities
Reflective Questions
Endnotes
References
Chapter 12 Creating Inclusive Classrooms: The Ability/Disability Continuum and the Health Dimension
Case Study: Schools That Include All Students
Rationale for Inclusive Classrooms
What Is Exceptionality?
The Ability/Disability Continuum
Historical Perspectives on Special Education
New Perspectives: Being “Neuro-Atypical” and the Mental Health Continuum
The Health Dimension
Characteristics of an Inclusive Classroom
Inclusion and Human Diversity
Pedagogies: Old and New
Roles: Old and New
Place of Content Knowledge: Old and New
Assessment: Old and New
Making Inclusive Teaching Work
The Importance of Collaboration
What Does Flexibility Involve
Ethical Issues in Inclusive Education
Summary
Chapter Review
Key Terms
Active Exercise
Classroom Activities
Refl ective Questions
Endnotes
References
Chapter 13 Improving Schools for All Children: The Role of Social Stratification in Teaching and Learning
Case Study: Climate Change and Economic Distress in the Northeast Kingdom
Case Analysis
Pedagogies: Old and New
Roles: Old and New
Place of Content Knowledge: Old and New
Assessment: Old and New
Perspectives on Stratification: Social Class and Social Status
Definitions of Social Class
Changes in the Definition of Social Class
Social Stratification in a Global Context
Social Status
Perspectives on Teaching and Evaluation in the Context of Social Class
The Importance of Teacher Expectations
The Culturally Responsive Teacher
The Debate on Multiple Forms of Assessment: Demand vs. Support
Social Class and School Funding
Hopes for the Every Student Succeeds Act (ESSA)
Ethical Issues
Summary
Chapter Review
Key Terms
Active Exercise
Classroom Activities
Refl ective Questions
Endnotes
References
