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This classic text continues to define what multicultural education means in all kinds of settings: "The Third Edition includes activities to challenge children's assumptions on: Racial Bias, Social Class and Consumerism, Perspectives on Cultures and the Natural World, Gender and Sexual Orientation, and Abilities and Disabilities.
Patricia G. Ramsey is Professor of Psychology and Education and Director of Gorse Child Study Center at Mount Holyoke College in South Hadley, Massachusetts
Table of Contents
|Multicultural Schools and Classrooms|
|Growing Up in a World of Contradictions and Injustices: A Multicultural Response||p. 3|
|Purpose, Trends, and Scope of Multicultural Education||p. 6|
|Multicultural Goals for Children||p. 10|
|Families and Schools Working Together||p. 12|
|How Do We Talk About Multicultural Issues?||p. 13|
|We Are All Learning||p. 16|
|How Adults Can Identify and Challenge Their Assumptions||p. 19|
|How Children Learn About Their Worlds||p. 26|
|Creating Caring and Critical Communities||p. 43|
|Creating Caring and Critical Communities Among Adults||p. 45|
|Creating Caring and Critical Classroom Communities||p. 53|
|Contexts of Learning|
|The Context of Race||p. 69|
|Reflections on Race||p. 69|
|Growing Up in a Racially Divided Society||p. 69|
|Children's Responses to Race||p. 77|
|How to Learn What Children Know, Think, and Feel About Race||p. 84|
|Activities to Challenge Racial Bias||p. 85|
|The Economic Context: Social Class and Consumerism||p. 87|
|Reflections on Social Class||p. 87|
|Socioeconomic Divisions in the United States||p. 88|
|Growing Up Poor||p. 89|
|Children's Awareness and Feelings About Social Class Differences||p. 94|
|Reflections on Consumerism||p. 96|
|Living in a Consumerist Society||p. 97|
|Children's Understanding of Consumerism||p. 98|
|How to Learn What Children Know, Think, and Feel About Social Class and Consumerism||p. 100|
|Activities to Challenge Assumptions About Social Class and Consumerism||p. 101|
|The Context of Culture||p. 104|
|Reflections on Cultural Influences||p. 104|
|Reflections Relating to the Natural Environment||p. 106|
|Cultural Influences on Children's Development||p. 109|
|Cultural and Linguistic Discontinuity||p. 110|
|Children's Understanding of Culture||p. 114|
|How to Learn What Children Know, Think, and Feel About Culture||p. 116|
|Children's Understanding of the Natural Environment||p. 117|
|How to Learn What Children Know, Think, and Feel About the Natural Environment||p. 120|
|Activities to Challenge Assumptions and Broaden Perspectives About Cultures and the Natural World||p. 120|
|The Context of Gender and Sexual Orientation||p. 125|
|Reflections on Gender Identification and Roles||p. 125|
|Growing Up in a Gendered World||p. 126|
|Children's Responses to Gender Differences||p. 128|
|Reflections on Sexual Orientation||p. 131|
|Growing Up in a Heterosexist World||p. 133|
|Dilemmas of Gay and Lesbian Parents||p. 134|
|Children's Understanding of Sexual Orientation||p. 135|
|How to Learn What Children Know, Think, and Feel About Gender and Sexual Orientation||p. 136|
|Activities to Challenge Children's Assumptions About Gender and Sexual Orientation||p. 138|
|The Context of Abilities and Disabilities||p. 141|
|Reflections on Abilities and Disabilities||p. 141|
|Growing Up in an "Abled" World||p. 142|
|Social Integration of Children with Disabilities||p. 145|
|Children's Knowledge and Feelings Related to Abilities and Disabilities||p. 148|
|How to Learn What Children Know, Think, and Feel About Abilities and Disabilities||p. 150|
|Activities to Challenge Children's Assumptions About Abilities and Disabilities||p. 151|
|A Vision of the Future|
|A Day at Wilson Street School||p. 157|
|Suggested Books for Children||p. 169|
|About the Author||p. 217|
|Table of Contents provided by Rittenhouse. All Rights Reserved.|