Culture, Curriculum, and Identity in Education

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  • Format: Hardcover
  • Copyright: 2010-02-15
  • Publisher: Palgrave Macmillan
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Supplemental Materials

What is included with this book?


This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, with a range of students in different spaces across the U.S. and abroad. Readers are invited to visualize whatcan bein schools and how teacher educators can serve as leaders in the fight for social justice-oriented curriculum development and implementation. Researchers are challenged to pose different kinds of questions questions that look at the possibilities rather than those of difficulties in their work to address and transform institutional and systemic inequality, inequity, oppression, marginalization, and discrimination in education.

Author Biography

H. Richard Milner IV is Associate Professor of Education in the Department of Teaching and Learning at Vanderbilt University. His research, teaching, and policy interests are (a) urban education, (b) race and equity in society and education, and (c) teacher education. He is the editor of the book Diversity and education: Teachers, teaching, and teacher education (2009) and is the co-editor (with E.W. Ross) of Race, ethnicity, and education: The influences of racial and ethnic identity in education (2006). Dr. Milner can be reached at

Table of Contents

List of Illustrationsp. ix
Forewordp. xi
Acknowledgmentsp. xvii
Introduction: Culture, Curriculum, and Identity in Educationp. 1
Identity and P through 12 Curriculum in Multiple Contexts
The Identity-Perception Gap: Teachers Confronting the Difference between Who They (Think They) Are and How They Are Perceived by Studentsp. 15
Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons from an African American Teacher in a Suburban English Classroomp. 37
Culture, Curriculum, and Identity with Implications for English-Language Learners and Immigration
Promoting Educational Equity for a Recent Immigrant Mexican Student in an English-Dominant Classroom: What Does It Take?p. 77
As Cultures Collide: Unpacking the Sociopolitical Context Surrounding English-Language Learnersp. 95
Schooling and the University Plans of Immigrant Black Students from an Urban Neighborhoodp. 117
Spirituality as Identity with Implications for Research and Teaching
Leadership and a Critical Spirit of Resistance: New Ways to Conceptualize Qualitative Research on Leadership and Spiritualityp. 143
Awakening the Spirit: Teaching, Learning, and Living Holisticallyp. 161
Culture, Curriculum, and Identity with Implications for Teacher Education
Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Educationp. 181
Messages to Teacher Educators from the Margins: Teachers of Color on Equity in Diverse Classroomsp. 207
Afterwordp. 223
Contributorsp. 231
Table of Contents provided by Ingram. All Rights Reserved.

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