Un-Standardizing Curriculum: Multicultural Teaching in the Standards-based Classroom

by Sleeter, Christine E.

ISBN13:
9780807746219
ISBN10:
0807746215
Format: Paperback
Copyright: 2005-11-30
Publisher: Teachers College Pr
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Un-Standardizing Curriculum: Multicultural Teaching in the Standards-based Classroom > ISBN13: 9780807746219

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Summary

How Can Teachers Learn To teach rich, academically rigorous multicultural curricula under current standardization constraints? In her new book, Christine Sleeter offers a much-needed framework to help teachers take on this challenge. By contrasting key curricular assumptions with those of multicultural education, she reveals the aspects they share as well as the conceptual and political differences between them. Sleeter makes a strong case for what teachers can do to "un-standardize" knowledge in their own classrooms, while working toward high standards of academic achievement. Book jacket.

Author Biography

Christine E. Sleeter is Professor Emerita in the College Professional Studies at California State University, Monterey Bay

Series Foreword	p. vii
Acknowledgments	p. xiii
Introduction	p. 1
Standards, Multicultural Education, and Central Curriculum Questions	p. 5
Standards and Diverse Funds of Knowledge	p. 5
Central Curriculum Questions	p. 8
Framework for Multicultural Curriculum Design	p. 22
Teachers' Beliefs About Knowledge	p. 28
Teachers' Beliefs	p. 29
Teachers Reflect on Their Beliefs	p. 32
From Self-Examination to Action	p. 40
Designing Curriculum Around Big Ideas	p. 43
Organizing Curriculum for Meaning and Engagement	p. 44
Planning Around Big Ideas	p. 46
Ideology and Content Standards	p. 54
Possibilities and Challenges	p. 60
Democratized Assessment	p. 64
Reform-by-Testing and Curriculum	p. 65
Classroom-Based Assessment	p. 71
Possibilities and Challenges	p. 79
Transformative Intellectual Knowledge and Curriculum	p. 82
What Is Transformative Intellectual Knowledge?	p. 83
Limits of the Additive Approach to Curriculum	p. 85
Counternarratives and Transformative Intellectual Knowledge	p. 89
Investigating Transformative Intellectual Knowledge	p. 91
Possibilities and Challenges	p. 101
Students as Curriculum	p. 105
Knowledge Students Bring to School	p. 106
Curriculum as a Complicated Conversation Across Diverse Perspectives	p. 116
Possibilities and Challenges	p. 124
Intellectual Challenge of Curriculum	p. 126
Expectations	p. 127
Curriculum Planning and Intellectual Challenge	p. 133
Building Enabling Strategies Into Curriculum	p. 139
Possibilities and Challenges	p. 145
Curriculum Resources	p. 148
Student Identity and Curriculum Resources	p. 149
Resource Form and Student Learning	p. 156
Locating Resources	p. 161
Possibilities and Challenges	p. 165
Multicultural Curriculum, Democracy, and Visionary Pragmatism	p. 167
Curriculum and Democracy	p. 168
Administrative Support	p. 179
Visionary Pragmatism in a Time of Standardization	p. 180
References	p. 183
Index	p. 201
About the Author	p. 210
Table of Contents provided by Ingram. All Rights Reserved.

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