What is included with this book?
About the Author | p. xi |
Preface to the Third Edition | p. xiii |
Introduction | p. 1 |
What Is an American? | p. 5 |
Who Should Be American? | p. 7 |
Americans All! | p. 10 |
Diversity in a Free Society | p. 15 |
Shifting Demographics of Immigration | p. 15 |
Unifying Beliefs | p. 17 |
Equality | p. 18 |
Out of Many, One | p. 18 |
Mutual Respect | p. 19 |
Religious Diversity | p. 20 |
The Road to the First Amendment | p. 20 |
The State of Religious Pluralism | p. 21 |
Religion in Early American Education | p. 24 |
Religion in Education in the Modern Era | p. 26 |
Respecting Religious Diversity in Education | p. 26 |
Conclusion | p. 29 |
Universal Education for a Free Society | p. 35 |
Education for Democracy | p. 35 |
Education for Freedom | p. 38 |
Developing Viable Individuals | p. 40 |
John Dewey | p. 41 |
W. E. B. Du Bois | p. 42 |
George I. Sanchez | p. 42 |
Jane Addams | p. 44 |
Goals of Universal Education | p. 46 |
Learning Autonomy | p. 47 |
Intellectual Effectiveness | p. 47 |
Cultural Efficacy | p. 47 |
Conclusion | p. 48 |
Honoring Culture and Self-Identity | p. 51 |
Family Culture | p. 51 |
Race and Ethnicity | p. 55 |
Sex, Gender Identity, and Sexual Orientation | p. 56 |
English Language Proficiency | p. 60 |
Learning Style Preferences | p. 64 |
Supporting Student Identity | p. 67 |
Reducing Prejudice | p. 71 |
Cultural Lenses on Difference | p. 71 |
Origins of Prejudice | p. 76 |
Prejudice Reduction Theories | p. 79 |
Contact Thesis | p. 79 |
Education Thesis | p. 80 |
Proactive Approaches to Culture in Education | p. 82 |
Understanding the Achievement Gap | p. 87 |
The Impact of Poverty | p. 87 |
The Impact of Race and Ethnicity | p. 92 |
Cognitive Deficit | p. 94 |
Environmental Deficit | p. 95 |
Unequal Access to Knowledge | p. 96 |
Cultural Incompatibility | p. 96 |
The Impact of English Language Proficiency | p. 97 |
Games | p. 100 |
Role Playing | p. 100 |
Debating | p. 101 |
Practice | p. 101 |
The Impact of Gender | p. 102 |
The Impact of Sexual Orientation | p. 104 |
Providing Equal Educational Opportunities | p. 106 |
Safety | p. 107 |
Equal Access | p. 108 |
Equal Benefit | p. 108 |
Teacher as Learning-EnabSer | p. 113 |
Changing Role of the Teacher | p. 113 |
Constructivist vs. Naturalistic Teaching | p. 115 |
Fusion of Teaching Roles | p. 117 |
Maria Montessori | p. 118 |
John Dewey | p. 118 |
Paulo Freire | p. 119 |
Linking Goals and Instructional Strategies | p. 123 |
Learning Autonomy via Self-Discipline | p. 123 |
Set Realistic Goals and Standards | p. 125 |
Direct Behavior Toward Achievement | p. 125 |
Assess Achievement and Adjust Direction | p. 125 |
Redirect Goals Based on Achievement | p. 126 |
Intellectual Effectiveness via Critical Thinking | p. 127 |
Use the Three-Question Method | p. 128 |
Teach Epistemologies | p. 130 |
Teach Pitfalls of Critical Thinking to Avoid | p. 131 |
Cultural Efficacy via Cross-Cultural Interaction | p. 132 |
Exposure and Cooperation | p. 133 |
Language Study | p. 134 |
Cultural Interaction Through the Internet | p. 134 |
Conclusion | p. 135 |
Developing Curricula for Diversity | p. 139 |
What Is a Curriculum? | p. 139 |
Understanding How Knowledge Is Constructed | p. 141 |
Teaching About Culture | p. 144 |
Using Ethnic Studies | p. 148 |
A Dynamic Nature | p. 149 |
A System of Values and Beliefs | p. 150 |
Intragroup Diversity | p. 150 |
Intergroup Similarity | p. 151 |
Selecting Curriculum Materials | p. 151 |
Fostering Student-Created Curricula | p. 154 |
Involving Parents and Others in the Curriculum | p. 156 |
Building Community in Diverse Classrooms | p. 163 |
Socialization and Diversity | p. 163 |
A 21st Century Global Village | p. 165 |
Common Purpose | p. 165 |
Stability | p. 166 |
Cooperation | p. 166 |
Independence and Interdependence | p. 167 |
Building a Classroom Community | p. 168 |
Building Trust Among Students | p. 169 |
Building Trust With Parents | p. 171 |
Pursuing Self-Interests and the Common Good | p. 172 |
Behaving Independently and Interdependently | p. 173 |
Practicing Individual Rights and Respecting Others | p. 174 |
The Teacher's Learning Community | p. 174 |
Schools as Village Commons | p. 175 |
Conclusion | p. 178 |
References and Resources | p. 185 |
Index | p. 193 |
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