Human Diversity Education

by Philip L. Safford; Averil E. McClelland; Kenneth Cushner

• ISBN13: 9780072287240
• ISBN10: 0072287241
• Edition: 3rd
• Format: Paperback
• Copyright: 1999-08-01
• Publisher: MCG

Table of Contents

Preface	xvii
Part One FOUNDATIONS FOR MULTICULTURAL TEACHING
Education in a Changing Society	3	(24)
The Reality of Social Change	6	(4)
Demographics in Transition	7	(1)
Institutions in Transition	7	(3)
Economics and Politics
Marriage and Family Life
Organized Religion
Schools As a Reflection of Social Change	10	(3)
Demographics	10	(1)
Language	10	(1)
Ability	10	(1)
Gender	11	(1)
Students and Teachers: A Clash of Cultures?	11	(1)
Rethinking Schools and Teaching	12	(1)
Schools in Transition	13	(9)
Characteristics of Second Wave Schools: Classrooms for the Industrial Age	13	(2)
Standardization
Synchronization
Specialization
Centralization
Large Scale
Characteristics of Third Wave Schools: Classrooms for the Information Age	15	(2)
Individualization and Choice
Collaboration
Diversity
Decentralization
Small Scale
Where We Are Today	17	(1)
The Difficulty of Change	17	(2)
Goals of This Book	19	(1)
Recognize Social and Cultural Changes	20	(1)
Understand Culture and the Culture-Learning Process	21	(1)
Improve Intergroup and Intragroup Interactions	21	(1)
Transmit Cross-Cultural Understanding and Skills to Students	21	(1)
The Role of Stories, Cases, and Active Exercises in This Book	22	(2)
Stories	22	(1)
Cases	22	(1)
Active Exercises	23	(1)
Accessing the World Wide Web: Resources for Diversity	23	(1)
References	24	(3)
Multicultural Education: Historical and Theoretical Perspectives	27	(28)
Historical Perspectives on Pluralism	30	(4)
We Have Been Different from the Beginning	30	(1)
Industrialization, Immigration, and Religious Pluralism	31	(1)
The Civil War: Freedmen's Schools and the Issue of Race	32	(1)
The Civil Rights Movement and the Schools	33	(1)
Historical Perspectives on Multicultural Education	34	(9)
Anglo-Conformity and Assimilationist Ideology	34	(2)
Multiculturalism and the Pluralist Ideology	36	(1)
Legislative and Judicial Landmarks	37	(1)
Public Responses to Multicultural and Bilingual Education Reforms	38	(2)
Judicial and Legislative Mandates Regarding Equity	40	(2)
Reaction to Multicultural Education in the 1980s and 1990s	42	(1)
Contemporary Approaches to Multicultural Education Programs	43	(5)
The Sleeter and Grant Categories	43	(3)
Teaching the Culturally Different
Human Relations
Single-Group Studies
Inclusive Multicultural Education
Education That Is Multicultural and Social Reconstructionist
The Mitchell Typology	46	(2)
Models of Cultural Understanding
Models of Cultural Competence
Models of Cultural Emancipation and Social Reconstruction
The Outcomes of Multicultural Education	48	(2)
Student Outcomes	48	(1)
Program Outcomes	48	(1)
Active Exercises	49	(1)
Accessing the World Wide Web: Resources for Diversity	50	(1)
References	50	(5)
Culture and the Culture-Learning Process	55	(38)
Exploring the Concept of Culture	59	(1)
Three Views of Culture	59	(1)
Anthropology	59	(4)
Humans Construct Culture
Culture Is Shared
Culture Is Both
Objective and Subjective
Culture Is Nurtured
Sociology	63	(2)
Subculture
Microculture
Minority Group
Ethnic Group
People of Color
Cross-Cultural Psychology	65	(4)
Culture-Specific vs. Culture-General Frameworks
Themes from Cross-Cultural Psychology
The Culture-Learning Process	68	(1)
What Is Learned: The Sources of Cultural Knowledge	69	(6)
Race
Sex/Gender
Health
Ability/Disability
Social Class
Ethnicity/Nationality
Religion/Spirituality
Geographic Location
Age
Sexuality
Language
Social Status
How Culture Is Learned: The Socializing Agents	75	(2)
When Culture Is Learned	77	(3)
Primary Socialization: Cultural Similarities
Secondary Socialization
Some Results of Socialization	80	(4)
Ethnocentrism	80	(1)
Perception	81	(1)
Categorization	81	(1)
Stereotypes	82	(1)
Some Limits on Socialization	83	(1)
Understanding Cultural Differences	84	(5)
Variations in Cultural Environments: Returning to Grover's Corners	84	(2)
Variations in Cultural Attributes, Socializing Agents, and Cultural Learners	86	(2)
Active Exercises	88	(1)
Accessing the World Wide Web: Resources for Diversity	88	(1)
References	89	(4)
Classrooms and Schools as Cultural Crossroads	93	(28)
Schools and Classrooms: Where Cultures Intersect	94	(5)
Student Culture	94	(1)
Teacher Culture	94	(1)
School Culture	95	(1)
Teachers as Cultural Mediators	96	(1)
Reshaping of Cultural Identity	96	(3)
A Model of Cross-Cultural Interaction	99	(10)
Understanding Emotional Responses in Intercultural Interaction	101	(2)
Anxiety
Ambiguity
Disconfirmed Expectations
Belonging/Rejection
Confronting Personal Prejudice
Understanding the Cultural Basis of Unfamiliar Behavior	103	(3)
Communication and Language
Values
Rituals
Situational Behavior
Roles
Social Status
Time and Space Orientation
Relationship to the Group
Making Adjustments and Reshaping Cultural Identity	106	(3)
Categorization
Differentiation
Attribution
Ingroups and Outgroups
Learning Style
Application of the Culture-General Model	109	(8)
Commonalities Among Groups	110	(1)
Differences Within a Group	110	(1)
Critical Incidents at Alden High	111	(5)
Active Exercises	116	(1)
Accessing the World Wide Web: Resources for Diversity	117	(1)
References	117	(4)
Part Two MULTICULTURAL TEACHING IN ACTION
Developing Learning Communities: Language and Learning Style	121	(40)
Characteristics of a Learning Community	130	(4)
Pedagogies: Old and New	132	(1)
Roles: Old and New	133	(1)
Place of Content Knowledge: Old and New	133	(1)
Assessment: Old and New	134	(1)
Perspectives on Language Acquisition	134	(2)
Language and the Family	134	(1)
Institutional Aspects of Language	135	(1)
Perspectives on Language Variation	136	(4)
Verbal Communication	136	(3)
Accents
Dialects
Bidialectalism
Sign Language
Nonverbal Communication	139	(1)
Proxemics
Kinesics	139	(1)
Paralanguage
Culture, Language, and Learning Style	140	(11)
Components of Learning Style	141	(1)
Origins of Learning Style	142	(1)
The Relation of Language and Learning Style to Culture	142	(2)
Communication Style	144	(1)
Formal vs. Informal Communication
Emotional vs. Subdued Communication
Direct vs. Indirect Communication
Objective vs. Subjective Communication
Responses to Guilt and Accusations
Bilingual Education	145	(6)
Types of Bilingual Programs
An Explanation of Bilingual Functioning
Why Bilingual Education Is Important
Outcomes of Bilingual Education Efforts
Ethical Issues in Bilingual Education
Some Reflective Questions	151	(4)
Active Exercises	152	(2)
Accessing the World Wide Web: Resources for Diversity	154	(1)
References	155	(6)
Creating Developmentally Appropriate Classrooms: The Importance of Age and Developmental Status	161	(24)
Rationale For Developmentally Appropriate Educational Practices	167	(4)
Economic Aims for Schooling	168	(1)
Early Childhood Education and Developmentally Appropriate Practice	169	(1)
Constructivist Thought in Developmentally Appropriate Practice	169	(2)
Characteristics of a Developmentally Appropriate Classroom	171	(5)
Pedagogies: Old and New	171	(2)
Roles: Old and New	173	(2)
Place of Content Knowledge: Old and New	175	(1)
Assessment: Old and New	175	(1)
Perspectives on Age and Development	176	(5)
Sensitive Periods and Developmental Crises	176	(1)
Individual Differences and Developmental Domains	177	(1)
The Importance of Developmental Knowledge	178	(2)
Active Exercises	180	(1)
Accessing the World Wide Web: Resources for Diversity	180	(1)
References	181	(4)
Creating Inclusive Classrooms: The Health Dimension and Ability/Disability Continuum	185	(28)
Rationale for Inclusive Classrooms	190	(3)
Characteristics of an Inclusive Classroom	193	(5)
Pegagogies: Old and New	194	(1)
Roles: Old and New	194	(2)
Place of Content Knowledge: Old and New	196	(1)
Assessment: Old and New	196	(2)
Perspectives on Health and the Ability/Disability Continuum	198	(12)
The Health Dimension	198	(2)
The Ability/Disability Continuum	200	(1)
What Is ``Exceptionality?''	201	(1)
Historical Perspectives on Special Education	201	(3)
The Importance of Collaboration	204	(1)
What Does ``Flexibility'' Involve?	205	(1)
Ethical Issues	206	(3)
Active Exercises	209	(1)
Accessing the World Wide Web: Resources for Diversity	209	(1)
References	210	(3)
Developing a Collaborative Classroom: Gender and Sexual Orientation	213	(30)
Rationale for Collaborative Teaching and Learning	219	(1)
Characteristics of a Collaborative Classroom	220	(6)
Pedagogies: Old and New	221	(2)
Roles: Old and New	223	(2)
Place of Content Knowledge: Old and New	225	(1)
Assessment: Old and New	225	(1)
Perspectives on Gender and Sexual Orientation	226	(3)
Sex Role Socialization	226	(1)
Sex Role Socialization in the Middle Class	227	(1)
Masculine and Feminine Behavior	228	(1)
Perspectives on Schools as Socializing Agents	229	(4)
Sex Role Stereotypes in School	230	(2)
Recent Studies	232	(1)
Perspectives on Gender and School Culture	233	(5)
Productive and Reproductive Processes	233	(1)
Gender and European American Values in Traditional School Culture	233	(2)
Gender and School Rules	235	(1)
Homophobia and School Culture	235	(3)
Ethical Issues	238	(1)
Some Reflective Questions	238	(2)
Active Exercises	239	(1)
Accessing the World Wide Web: Resources for Diversity	239	(1)
References	240	(3)
The Classroom as a Global Community: Race, Ethnicity/Nationality, and Region	243	(40)
Rationale for the Classroom As a Global Community	253	(3)
Education for a Global Perspective	254	(1)
Hoopes's Model of Intercultural Education	254	(2)
Characteristics of a Global Classroom	256	(3)
Pedagogies: Old and New	256	(1)
Roles: Old and New	257	(1)
Place of Content Knowledge: Old and New	258	(1)
Assessment: Old and New	258	(1)
Case Analysis	259	(1)
Perspectives On a Globally Oriented Curriculum	259	(20)
Curriculum Transformation: The Case of Prejudice	259	(9)
The Functions of Prejudice
Extreme Cases of Prejudice: Hate Groups
The Components of Prejudice
White Privilege
Prejudice Formation
Prejudice Reduction
Curriculum Transformation: The International Perspective	268	(7)
Perspective Consciousness
State of the Planet Awareness
Cross-Cultural Awareness
Knowledge of Global Dynamics or World Systems
Awareness of Human Choice
Teaching the Global Perspective
Ethical Issues	275	(2)
Active Exercises	277	(1)
Some Critical Incidents	277	(1)
A Delayed Response
Nurturing a Gang?
Accessing the World Wide Web: Resources for Diversity	278	(1)
References	279	(4)
Religious Pluralism in Secular Classrooms	283	(26)
Rationale for Attending to Religion in Public Schools	286	(4)
Definitions of Religion	287	(1)
Religious Pluralism in the United States	288	(2)
Characteristics of a Classroom that Attends to Religious Pluralism	290	(4)
Pedagogies: Old and New	290	(1)
Roles: Old and New	291	(1)
Place of Content Knowledge: Old and New	292	(1)
Assessment: Old and New	293	(1)
Analysis of the Case Study	294	(1)
Perspectives on Religion and Schooling in the United States	294	(7)
Private Freedoms: Religion and Compulsory Attendance	295	(2)
Private Freedoms: The Practice of Religious Beliefs in Classrooms	297	(1)
Public Freedoms: Public Funding for Religious Schools	298	(2)
Public Freedoms: The Provision of Religious Instruction	300	(1)
Perspectives on Religious Identity	301	(4)
Religion as a Form of Personal Identity	301	(1)
The Influence of the ``Religious Right''	302	(2)
Ethical Issues	304	(1)
Some Reflective Questions	305	(1)
Active Exercises	306	(1)
Accessing the World Wide Web: Resources for Diversity	306	(1)
References	306	(3)
Assessing Progress: The Importance of Social Class and Social Status	309	(32)
Rationale for a Broadened Definition of Assessment	316	(3)
The Case Against Standardized Testing	317	(1)
The Case for Alternative Forms of Assessment	318	(1)
Characteristics of a Classroom Using Both Traditional and Alternative Assessments	319	(9)
Pedagogies: Old and New	320	(1)
Roles: Old and New	320	(1)
Place of Content Knowledge: Old and New	320	(1)
Assessment: Old and New	321	(1)
The Importance of Criteria	322	(1)
The Issue of Grading	322	(3)
Sorting
Motivation
Feedback
Case Analysis	325	(3)
Perspectives on Social Class and Social Status	328	(5)
Definitions of Social Class	328	(1)
Social Class and Minority Group Membership	329	(1)
The Working Poor	330	(1)
Social Class and Childrearing Practices	330	(2)
Social Status	332	(1)
The Importance of Teacher Expectations	332	(1)
Perspectives on Alternative Assessment	333	(3)
Demand Versus Support	333	(2)
Ethical Issues	335	(1)
Some Reflective Questions	336	(2)
Accessing the World Wide Web: Resources for Diversity	337	(1)
References	338	(3)
Classrooms of Today and Tomorrow	341	(15)
Creation of an Inclusive Environment	342	(5)
Sociocultural Inclusion	343	(2)
Curriculum Inclusion and Expansion	345	(1)
Modification of Pedagogy	346	(1)
Modification of Assessment Strategies	347	(1)
Community and the School	347	(6)
The Process of Change: From Self to Other	353	(2)
In Conclusion	355	(1)
References	356	(2)
Photo Credits	358	(1)
Author Index	359	(3)
Subject Index	362