Affirming Diversity: The Sociopolitical Context of Multicultural Education

Cover
Title Page
Copyright Page
About the Authors
Brief Contents
Contents
Foreword
Preface
Acknowledgments
I. Setting the Stage: Multicultural Education Within a Sociopolitical Context
1. Understanding the Sociopolitical Context of Schooling
Assumptions Underlying this Text
Identity, Difference, Power, and Privilege Are All Connected
Multicultural Education Is Inclusive of Many Differences: Lenses of Race, Ethnicity, and Language
Teachers Are Not the Villains
Quality Public Education Is a Cause Worth Fighting For
Defining the Sociopolitical Context of Multicultural Education
Task 1: Clarifying Three Goals and Four Key Terms of Multicultural Education
Defining Key Terms in Multicultural Education
Task 2: Dissolving Myths About Immigration and Difference
What You Can Do: Your Story and the Stories of Others: Immigrant Nation
Task 3: Naming the Underpinnings of Educational Structures
School-Level Policies and Practices
Task 4: Studying the Demographic Mosaic of U.S. Schools and Society
What You Can Do: Explore Your Own Heritage and the Heritage of Others
Task 5: Using Qualitative Research to Understand Students’ Sociopolitical Contexts
Choosing Methodology: What Are Case Studies?
Beyond Generalizations and Stereotypes
Learning from the Case Studies and Snapshots
Task 6: Examining Political Struggles— Multicultural Education, Backlash, and Legislation
The Back-to-Basics Argument
Eroding the Traditional Educational Canon
Political Struggles of Legislation and Policy
Conclusion
To Think About
Activities: For Personal, School, and Community Change
Chapter 1: Notes
2. Defining Multicultural Education for School Reform by Sonia Nieto
Why School Reform?
A Definition of Multicultural Education
Multicultural Education Is Antiracist Education
Multicultural Education Is Basic Education
About Terminology: The Conundrum of Race
Multicultural Education Is Important for All Students
Multicultural Education Is Pervasive
What You Can Do: “Multiculturalize” Your Lessons
Multicultural Education Is Education for Social Justice
Multicultural Education Is a Process
Multicultural Education Is Critical Pedagogy
What You Can Do: Learn About, and Practice, Critical Pedagogy
Conclusion
To Think About
Activities: For Personal, School, and Community Change
Chapter 2: Notes
II. Developing a Conceptual Framework for Multicultural Education
3. Racism, Discrimination, and Expectations of Students’ Achievement
Racism and Discrimination: Definitions and Dimensions
Critical Race Theory and Other Frameworks
Obstinacy of Conventional Norms
Institutional Practices
What You Can Do: Directly Confront Racism and Discrimination
The History and Persistence of Racism in U.S. Schools
Manifestations of Racism and Discrimination in Schools
Racism, Discrimination, and Silence
Multicultural Teaching Story: Immigration Rights and Family Stories
Expectations of Students’ Achievement
Snapshot: Aiden and Daniel O’Carroll
About Terminology: White Privilege
What You Can Do: Start Early
Considerations About Research on Teacher Expectations
High Expectations as Antiracist Teaching
Snapshot: Kaval Sethi
What You Can Do: Promoting Racial Literacy in Your Classroom and School
Conclusion
To Think About
Activities for Personal, School, and Community Change
Chapter 3: Notes
Case Studies
Delilah Rogers
Linda Howard
About Terminology: Whites, European Americans
Rashaud Kates
4. Structural and Organizational Issues in Classrooms and Schools
Tracking
What You Can Do: Detrack Extracurricular Activities
Retention
Standardized Testing
What You Can Do: Be Proactive About Tests
The Curriculum
What You Can Do: Use the Curriculum Critically
Pedagogy
What You Can Do: Punch Up Your Pedagogy!
School Climate
School Climate: Social and Emotional Learning
School Climate: Anti-Bullying Initiatives
School Climate: Physical Violence and Safety
School Climate: School Buildings, Physical Environment, School and Class Size
What You Can Do: Enliven Your Environment
Disciplinary Policies
What You Can Do: Create Inclusive Disciplinary Practices
The Limited Role of Students
The Limited Role of Teachers
Multicultural Teaching Story: Boston Teachers Union School: Teacher Leadership and Student Achievement
Limited Family and Community Involvement
What You Can Do: Vigorously Promote Family Outreach
Conclusion
To Think About
Activities: For Personal, School, and Community Change
Chapter 4: Notes
Case Studies
Avi Abramson
Jasper and Viena Alejandro-Quinn
About Terminology: American Indians, Native Americans, Indigenous People
5. Culture, Identity, and Learning
Countering Color-Blind Classrooms
Defining Culture
Hybridity: Another Way of Understanding Culture
Beyond Race and Ethnicity
Influence of Culture on Learning
Learning Styles, Preferences, Intelligences, and Power
Power Differences
Multiple Intelligences and Multicultural Education
Communication and Pedagogy
What You Can Do: Teach Through the Transformational Inquiry Method
What You Can Do: Research Families’ Funds of Knowledge
Cultural Discontinuities and School Achievement
Discontinuities in Language
Discontinuities in Perspectives on School Achievement
Confronting Myths to Address Discontinuities
Historical Causes of Discontinuities
Culturally Relevant, Responsive, and Sustaining Education
Culturally Sustaining Pedagogy
A Critical Appraisal of Culture-Specific Accommodations
Conclusion
To Think About
Activities: For Personal, School, and Community Change
Chapter 5: Notes
Case Studies
Yahaira León
About Terminology: Latinos, Hispanics, and Others
James Karam
Hoang Vinh
Rebecca Florentina
6. Linguistic Diversity in U.S. Classrooms
Definitions and Demographics
Language Diversity in U.S. Schools: A Brief History
Language Diversity, the Courts, and the Law
Linguistic Diversity and Learning
Understanding Language in a Sociopolitical Context
Snapshot: Liane Chang
Approaches to Teaching Emergent Bilingual Students
About Terminology: Asians/Pacific Islanders
Understanding Language Development and Second- Language Acquisition
Developing an Additive Bilingual Perspective
What You Can Do: Accept Students’ Identities
Consciously Fostering Native-Language Literacy
Program Models for Teaching Emergent Bilinguals
Structured English Immersion (SEI)
English as a Second Language
Bilingual Education
Problems and Challenges
What You Can Do: Accept Students’ Language
Conclusion
To Think About
Activities: For Personal, School, and Community Change
Chapter 6: Notes
Case Studies
Manuel Gomes
Alicia Montejo
7. Understanding Student Learning and School Achievement
Caring Relationships, Hope and Healing
Caring as Hopeful Power to Transform Trauma
Teacher Expectations and Asset-Based Pedagogy
Asset-Based Perspectives in Policy and Systemic Change
Out-of-School Factors
Economic and Social Reproduction and Out-of-School Factors
Communities Respond to Out-of-School Factors
Out-of-School Factors (OSFs) and Policy Proposals
What You Can Do: Build Collegial Relationships for Solidarity Rooted in Research
Discipline Disparities and Restorative Justice
Resistance, Discipline Disparities, and the School-to-Prison Pipeline
Restorative Justice Practices in Schools
What You Can Do: Engage in Collaborative Research to Promote Teaching as Intellectual Work
Snapshot: Nini Rostland
About Terminology: Mixed Race/Multiracial/ Multicultural/Multiethnic
Student Identities Within School Structures
Racial Opportunity Cost and a Re-Examination of “Acting White”
Conclusion
To Think About
Activities: For Personal, School, and Community Change
Chapter 7: Notes
Case Studie
Paul Chavez
Latrell Elton III
III. Implications of Diversity for Teaching and Learning in a Multicultural Society
8. Learning from Students
Redefining Success and Achievement
Pride and Conflict in Culture and Language
Conflict and Ambivalence
Self-Identification and Conflict
Snapshot: Gamini Padmaperuma
Creating New Cultures
Identity and Learning
What You Can Do: Become Knowledgeable About Arab and Arab American Students
Beyond Academics
Keeping on Track
What You Can Do: Widen Horizons by Acknowledging What You Do Not Know
Shields Against Peer Pressure
Developing Critical Thinking and Leadership Skills
Belonging
Family, Community, and School Environments for Success
The Crucial Role of Family
Multicultural Teaching Story Dr. Renee Spanos Klein and Teacher Caring
Teachers, Schools, and Caring
Conclusion
To Think About
Activities: For Personal, School, and Community Change
Chapter 8: Notes
Case Studies
Nadia Bara
Savoun Nouch
Christina Kamau
9. Adapting Curriculum for Multicultural Classrooms by Patty Bode
Curricular Adaptation 1: A Study of Cambodia and the Cambodian American Experience
What We Don’t Know
Preparation
Goal Setting
The Work of Learning
What You Can Do: Teach for Interreligious Understanding in Your Multicultural Curriculum
Curricular Adaptation 2: Expanding Definitions of Family
Why the Topic of Family?
Who Is Included?
Avoiding Pitfalls
First-Grade Curriculum Based on Big Ideas in Gina Simm’s and Susie Secco’s Classrooms
Middle School Interdisciplinary Curriculum on the Theme of Family
What You Can Do: Make Your School a “Welcoming School”
What You Can Do: Use Technology to Expand Multicultural Curriculum
Curricular Adaptation 3: LGBTQ Literature: Expanding Topics for Inclusive High School Content
Imagining Possibilities
Student Requests and Requirements
Student Voices
Evolution of Curriculum
Multicultural Teaching Story: Bill Blatner: Teaching Math with Belief in Every Kid
Snapshot: Eugene Crocket
Conclusion
To Think About
Activities for Personal, School, and Community Change
Chapter 9: Notes
10. Affirming Diversity: Implications for Teachers, Schools, Families, and Communities
Lessons from Students: Maintaining and Affirming Identity
Supporting Native-Language Approaches
Developing Comprehensive Multicultural Programs
Snapshot: David Weiss
Support Beyond Academics
Creating Affirming Environments for Learning
Mutual Accommodation
Teachers’ Relationships with Students
Working with Families to Promote Student Learning
Expanding Definitions: What It Means to Be American
Challenging “Heartbreaking Dilemmas”
Toward Additive Multiculturalism
A More Expansive Definition of American
Eliminating shame and cultivating pride
Levels of Multicultural Education
Starting Out
Becoming a Multicultural Person
A Model of Multicultural Education
Balancing Hope and Despair
Final Thoughts
To Think About
Activities: For Personal, School, and Community Change
Chapter 10: Notes
References
Index
Back Cover