Teaching about diversity :: activities to start the conversation /
"This book offers easily implemented strategies for use with secondary and undergraduate students regarding issues of diversity to promote greater awareness of diversity and social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2020]
|
| Schriftenreihe: | Social issues in education series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book offers easily implemented strategies for use with secondary and undergraduate students regarding issues of diversity to promote greater awareness of diversity and social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability. The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination. In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing "difficult" subjects (Marks, Binkley, & Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students' abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations."-- |
| Beschreibung: | 1 online resource (xv, 187 pages). |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781648020780 164802078X |
Internformat
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| 100 | 1 | |a Marks, Melissa J., |e author. |0 http://id.loc.gov/authorities/names/n2009021316 | |
| 245 | 1 | 0 | |a Teaching about diversity : |b activities to start the conversation / |c Melissa J. Marks and Scott DeWitt. |
| 264 | 1 | |a Charlotte, NC : |b Information Age Publishing, Inc., |c [2020] | |
| 264 | 4 | |c ©2020. | |
| 300 | |a 1 online resource (xv, 187 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Social issues in education series | |
| 504 | |a Includes bibliographical references. | ||
| 520 | |a "This book offers easily implemented strategies for use with secondary and undergraduate students regarding issues of diversity to promote greater awareness of diversity and social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability. The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination. In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing "difficult" subjects (Marks, Binkley, & Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students' abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations."-- |c Provided by publisher. | ||
| 505 | 0 | |a Section I: Overview of Diversity -- 1. Why Is It Necessary to Teach Diversity? -- 2. Overarching Themes Within Diversity -- 3. Student Defensiveness -- Section II: Aspects of Diversity and Techniques to Discuss Them -- 4. Getting Students Talking -- 5. Starting to Reflect -- 6. Culture -- 7. Race -- 8. Immigration Status and Citizenship -- 9. Religion -- 10. Gender -- 11. Sexual Orientation -- 12. Ability/Disability -- 13. Social Class and Socioeconomic Status -- Section III: Where Do We Go From Here? -- 14. Activity -- Appendix: Additional Resources -- About the Authors. | |
| 588 | 0 | |a Online resource; title from PDF title page (Ebook Central, viewed August 14, 2020). | |
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| 650 | 0 | |a Culturally relevant pedagogy |z United States. | |
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| 650 | 6 | |a Éducation interculturelle |z États-Unis. | |
| 650 | 6 | |a Pédagogie culturellement adaptée |z États-Unis. | |
| 650 | 6 | |a Minorités |x Éducation |z États-Unis. | |
| 650 | 6 | |a Multiculturalisme |x Étude et enseignement |z États-Unis. | |
| 650 | 6 | |a Diversité culturelle |x Étude et enseignement |z États-Unis. | |
| 650 | 7 | |a Cultural pluralism |x Study and teaching |2 fast | |
| 650 | 7 | |a Culturally relevant pedagogy |2 fast | |
| 650 | 7 | |a Minorities |x Education |2 fast | |
| 650 | 7 | |a Multicultural education |2 fast | |
| 650 | 7 | |a Multiculturalism |x Study and teaching |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a DeWitt, Scott Lloyd, |e author. |0 http://id.loc.gov/authorities/names/n99024410 | |
| 758 | |i has work: |a Teaching about diversity (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGtR8xhmdb7Dh6k3Y8yG9C |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Marks, Melissa J. |t Teaching about diversity. |d Charlotte, NC : Information Age Publishing, Inc., 2020 |z 9781648020766 |w (DLC) 2020017159 |w (OCoLC)1150925799 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1176317658 |
|---|---|
| _version_ | 1813901689268207617 |
| adam_text | |
| any_adam_object | |
| author | Marks, Melissa J. DeWitt, Scott Lloyd |
| author_GND | http://id.loc.gov/authorities/names/n2009021316 http://id.loc.gov/authorities/names/n99024410 |
| author_facet | Marks, Melissa J. DeWitt, Scott Lloyd |
| author_role | aut aut |
| author_sort | Marks, Melissa J. |
| author_variant | m j m mj mjm s l d sl sld |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC1099 |
| callnumber-raw | LC1099.3 .M368 2020eb |
| callnumber-search | LC1099.3 .M368 2020eb |
| callnumber-sort | LC 41099.3 M368 42020EB |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Section I: Overview of Diversity -- 1. Why Is It Necessary to Teach Diversity? -- 2. Overarching Themes Within Diversity -- 3. Student Defensiveness -- Section II: Aspects of Diversity and Techniques to Discuss Them -- 4. Getting Students Talking -- 5. Starting to Reflect -- 6. Culture -- 7. Race -- 8. Immigration Status and Citizenship -- 9. Religion -- 10. Gender -- 11. Sexual Orientation -- 12. Ability/Disability -- 13. Social Class and Socioeconomic Status -- Section III: Where Do We Go From Here? -- 14. Activity -- Appendix: Additional Resources -- About the Authors. |
| ctrlnum | (OCoLC)1176317658 |
| dewey-full | 370.117 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.117 |
| dewey-search | 370.117 |
| dewey-sort | 3370.117 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| illustrated | Not Illustrated |
| indexdate | 2024-10-25T15:50:50Z |
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| series | Social issues in education series. |
| series2 | Social issues in education series |
| spelling | Marks, Melissa J., author. http://id.loc.gov/authorities/names/n2009021316 Teaching about diversity : activities to start the conversation / Melissa J. Marks and Scott DeWitt. Charlotte, NC : Information Age Publishing, Inc., [2020] ©2020. 1 online resource (xv, 187 pages). text txt rdacontent computer c rdamedia online resource cr rdacarrier Social issues in education series Includes bibliographical references. "This book offers easily implemented strategies for use with secondary and undergraduate students regarding issues of diversity to promote greater awareness of diversity and social justice within their classrooms. Defining diversity broadly, the book provides effective pedagogical techniques to help students question their own assumptions, think critically, and discuss issues within race, religion, ethnicity, gender, sexual orientation, socioeconomic status, and ability. The K-12 student population is increasingly diverse in terms of race, ethnicity, language, religion, socio-economic status, and family structure. However, the overwhelming majority of teachers continues to come from White, non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al., 2011) These differences can have serious repercussions for student learning. Non-majority students who feel that their culture or background is not acknowledged or accepted at school are likely to disengage from expected academic and social activities (Hughes et al., 2011). Concurrently, the majority students remain unaware of privilege and ignorant of societal systemic discrimination. In order to teach for social justice, ideas regarding power structure, privilege, and oppression need to be discussed openly. Fear of upsetting students or not knowing how to handle the issue of social justice are commonly heard reasons for not discussing "difficult" subjects (Marks, Binkley, & Daly, 2014). However, when teachers choose not to discuss topics within diversity, students assume that the topics are taboo, dangerous, or unimportant. These assumptions impede students' abilities to ask important questions, learn how to speak about issues effectively and comprehend the complex challenges woven into current national conversations."-- Provided by publisher. Section I: Overview of Diversity -- 1. Why Is It Necessary to Teach Diversity? -- 2. Overarching Themes Within Diversity -- 3. Student Defensiveness -- Section II: Aspects of Diversity and Techniques to Discuss Them -- 4. Getting Students Talking -- 5. Starting to Reflect -- 6. Culture -- 7. Race -- 8. Immigration Status and Citizenship -- 9. Religion -- 10. Gender -- 11. Sexual Orientation -- 12. Ability/Disability -- 13. Social Class and Socioeconomic Status -- Section III: Where Do We Go From Here? -- 14. Activity -- Appendix: Additional Resources -- About the Authors. Online resource; title from PDF title page (Ebook Central, viewed August 14, 2020). Multicultural education United States. Culturally relevant pedagogy United States. Minorities Education United States. Multiculturalism Study and teaching United States. Cultural pluralism Study and teaching United States. Éducation interculturelle États-Unis. Pédagogie culturellement adaptée États-Unis. Minorités Éducation États-Unis. Multiculturalisme Étude et enseignement États-Unis. Diversité culturelle Étude et enseignement États-Unis. Cultural pluralism Study and teaching fast Culturally relevant pedagogy fast Minorities Education fast Multicultural education fast Multiculturalism Study and teaching fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq DeWitt, Scott Lloyd, author. http://id.loc.gov/authorities/names/n99024410 has work: Teaching about diversity (Text) https://id.oclc.org/worldcat/entity/E39PCGtR8xhmdb7Dh6k3Y8yG9C https://id.oclc.org/worldcat/ontology/hasWork Print version: Marks, Melissa J. Teaching about diversity. Charlotte, NC : Information Age Publishing, Inc., 2020 9781648020766 (DLC) 2020017159 (OCoLC)1150925799 Social issues in education series. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2434988 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2434988 Volltext |
| spellingShingle | Marks, Melissa J. DeWitt, Scott Lloyd Teaching about diversity : activities to start the conversation / Social issues in education series. Section I: Overview of Diversity -- 1. Why Is It Necessary to Teach Diversity? -- 2. Overarching Themes Within Diversity -- 3. Student Defensiveness -- Section II: Aspects of Diversity and Techniques to Discuss Them -- 4. Getting Students Talking -- 5. Starting to Reflect -- 6. Culture -- 7. Race -- 8. Immigration Status and Citizenship -- 9. Religion -- 10. Gender -- 11. Sexual Orientation -- 12. Ability/Disability -- 13. Social Class and Socioeconomic Status -- Section III: Where Do We Go From Here? -- 14. Activity -- Appendix: Additional Resources -- About the Authors. Multicultural education United States. Culturally relevant pedagogy United States. Minorities Education United States. Multiculturalism Study and teaching United States. Cultural pluralism Study and teaching United States. Éducation interculturelle États-Unis. Pédagogie culturellement adaptée États-Unis. Minorités Éducation États-Unis. Multiculturalisme Étude et enseignement États-Unis. Diversité culturelle Étude et enseignement États-Unis. Cultural pluralism Study and teaching fast Culturally relevant pedagogy fast Minorities Education fast Multicultural education fast Multiculturalism Study and teaching fast |
| title | Teaching about diversity : activities to start the conversation / |
| title_auth | Teaching about diversity : activities to start the conversation / |
| title_exact_search | Teaching about diversity : activities to start the conversation / |
| title_full | Teaching about diversity : activities to start the conversation / Melissa J. Marks and Scott DeWitt. |
| title_fullStr | Teaching about diversity : activities to start the conversation / Melissa J. Marks and Scott DeWitt. |
| title_full_unstemmed | Teaching about diversity : activities to start the conversation / Melissa J. Marks and Scott DeWitt. |
| title_short | Teaching about diversity : |
| title_sort | teaching about diversity activities to start the conversation |
| title_sub | activities to start the conversation / |
| topic | Multicultural education United States. Culturally relevant pedagogy United States. Minorities Education United States. Multiculturalism Study and teaching United States. Cultural pluralism Study and teaching United States. Éducation interculturelle États-Unis. Pédagogie culturellement adaptée États-Unis. Minorités Éducation États-Unis. Multiculturalisme Étude et enseignement États-Unis. Diversité culturelle Étude et enseignement États-Unis. Cultural pluralism Study and teaching fast Culturally relevant pedagogy fast Minorities Education fast Multicultural education fast Multiculturalism Study and teaching fast |
| topic_facet | Multicultural education United States. Culturally relevant pedagogy United States. Minorities Education United States. Multiculturalism Study and teaching United States. Cultural pluralism Study and teaching United States. Éducation interculturelle États-Unis. Pédagogie culturellement adaptée États-Unis. Minorités Éducation États-Unis. Multiculturalisme Étude et enseignement États-Unis. Diversité culturelle Étude et enseignement États-Unis. Cultural pluralism Study and teaching Culturally relevant pedagogy Minorities Education Multicultural education Multiculturalism Study and teaching United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2434988 |
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