Duane Campbell is an Professor Emeritus of Bilingual/Multicultural Education at California State University- Sacramento.
He was a teacher in Pittsburgh, Pennsylvania public schools for three years (1964-1967) and then a Professor of Education at CSU-Sacramento for 39 years. Dr. Campbell was the founding Chair of the Department of Bilingual/Multicultural Education and of Peace and Conflict Resolution Studies. He has developed courses in Social Sciences Education, Democracy, and Multicultural Education as well as supervised history/social science student teachers. Dr. Campbell is a graduate of Carnegie-Mellon University in History (1969).
He has long been active in labor rights and civil rights efforts. He blogs at
http://www.choosingdemocracy.blogspot.com.
Introduction | p. 1 |
On Objectivity | p. 3 |
A Few Words About Words | p. 4 |
The Problem of Categories | p. 7 |
The Social, Economic, and Cultural Foundations of the Current School Crisis | p. 9 |
Democracy and the Need for Multicultural Education | p. 11 |
Why Choosing Democracy? | p. 11 |
The Current State of Public Education | p. 12 |
The Structural Crisis in Our Society | p. 17 |
A Day in the Life | p. 21 |
The Crisis in Our Schools | p. 29 |
Schools and Democracy | p. 32 |
Democratic Values | p. 33 |
The Crisis in Our Democracy | p. 36 |
School Reform | p. 38 |
Teachers Touch the Future | p. 41 |
Multicultural Education | p. 42 |
Culture and Schooling | p. 47 |
The Nature of Culture | p. 48 |
The Macroculture and U.S. Schools | p. 53 |
Latino, Hispanic, Chicano, or Cultural Diversity? | p. 58 |
Cultural Politics and Cultural Ethics | p. 63 |
Teaching About Culture | p. 67 |
Racism and Schools | p. 74 |
The New Majority | p. 74 |
The White Minority | p. 76 |
Race and Racism | p. 77 |
Racism and African Americans | p. 89 |
Racism and Ethnic Conflict in a Nation of Immigrants | p. 94 |
Anti-Immigrant Politics | p. 102 |
Native Americans | p. 103 |
Racial Ideology and Democracy | p. 105 |
The Future of Democracy and Multicultural Education | p. 108 |
The Way Ahead | p. 108 |
With Liberty and Justice for Some: Democracy, Class Relations, and Schools | p. 112 |
Social Class and the Crisis of Poverty | p. 112 |
The Crisis of Poverty | p. 117 |
Social Class as an Analytical Concept | p. 121 |
The Working Poor | p. 123 |
Formation of the European American Working Class | p. 125 |
An American Dilemma: Poor Children in Poor Schools | p. 128 |
Interaction of Culture, Race, Class, and Poverty | p. 133 |
Cultural and Linguistic Deficit Explanations of School Failure: The Attempt to Avoid Class | p. 136 |
School Responses to Poverty | p. 140 |
How Society and Schools Shortchange Girls and Boys | p. 145 |
Gender Roles and Schools | p. 145 |
Tracking Female Students | p. 146 |
Limited Choices for Non-College-Bound Women | p. 159 |
Gender, Race, and Class | p. 161 |
Teaching Strategies to Promote Democracy and Multicultural Education | p. 173 |
Human Relations and Multicultural Education | p. 175 |
Teachers Touch the Future | p. 175 |
Underlying Assumptions of Human Relations | p. 176 |
Violence and the Urban Crisis | p. 179 |
How Research Limits Our Views of Students and Schools | p. 180 |
Teachers as Cultural Mediators | p. 188 |
Teaching Social Skills | p. 194 |
Building Positive Relationships | p. 195 |
Resolving Conflicts | p. 199 |
Teaching to Empower Students | p. 207 |
Five Approaches to Multicultural Education | p. 207 |
Selecting Themes for Empowerment and Hope | p. 220 |
Reality: Its Place in the Classroom | p. 226 |
Social Participation in Schools | p. 227 |
Empowerment Strategies | p. 230 |
The Teacher as Coach | p. 231 |
Working in Teams | p. 232 |
Democracy and Classroom Management | p. 237 |
Personal Safety | p. 237 |
Developing Democracy in Schools | p. 238 |
Promoting Democratic Values | p. 240 |
A Safe and Orderly Environment | p. 241 |
Extending the Teacher's Influence Through Coaching | p. 251 |
A Theory of Antisocial Student Behavior | p. 252 |
A Guide for New Teachers | p. 257 |
Drug Interventions | p. 260 |
Gang Interventions | p. 261 |
Teaching Gang-Associated Youth | p. 263 |
Promoting Democracy and Critical Thinking | p. 266 |
The Processes of Learning | p. 267 |
The Constructivist Perspective | p. 267 |
Overcoming Low Expectations | p. 270 |
The Need for Teaching Strategies to Develop Critical Thinking | p. 272 |
Direct Instruction in Critical Thinking | p. 275 |
Critical Theory and Critical Thinking | p. 278 |
Cooperative Learning, Democracy, and Multicultural Education | p. 287 |
Cooperative Learning | p. 287 |
The Tracking Debate | p. 289 |
Language-Minority Students | p. 291 |
Preparing a Class for Cooperative Learning | p. 292 |
Confronting Racism and Sexism Through Equal-Status Interaction | p. 298 |
Classroom Management | p. 301 |
Teaching Language-Minority Populations | p. 306 |
Language-Minority Students in the Schools | p. 306 |
History of Bilingualism in the United States | p. 310 |
Goals of Programs for English Learners | p. 314 |
National English Language Development Standards | p. 315 |
Factors Affecting the Acquisition of English | p. 316 |
Instructional Program Design for English Learners | p. 320 |
Literacy and the Language Experience Approach | p. 322 |
Considerations for Teachers | p. 327 |
Putting the Pieces into Practice | p. 328 |
The Dialogue Between Democracy and Multicultural Education | p. 335 |
Democracy, Curriculum, and Multicultural Education | p. 337 |
Civil Rights and Education Are Human Rights | p. 337 |
The Achievement Gap | p. 341 |
The Debate Over Textbooks | p. 352 |
The Multicultural Curriculum Alternatives | p. 363 |
Creating Your Own Materials | p. 368 |
The Critics of Multicultural Education | p. 369 |
Democratic School Reform: How Do We Get from Here to There? | p. 372 |
A Brief History of Education Reforms | p. 372 |
Neo-Liberal Reforms and the Return to Educational Inequality | p. 384 |
New Goals for Democratic School Reform | p. 387 |
A New Teacher's Survival Guide | p. 398 |
A Choice Between Two Futures | p. 404 |
References | p. 408 |
Author Index | p. 438 |
Subject Index | p. 443 |
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