Holdings: Cultural diversity and education

Cultural diversity and education: foundations, curriculum, and theory

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Bibliographic Details
Main Author:	Banks, James A. 1941- (Author)
Format:	Book
Language:	English
Published:	Boston [u.a.] Pearson Allyn and Bacon 2006
Edition:	5. ed.
Subjects:	Erziehung Minderheit Minorities > Education > United States Multicultural education > United States Interkulturelle Erziehung USA
Online Access:	Table of contents Inhaltsverzeichnis
Item Description:	Includes bibliographical references
Physical Description:	XX, 364 S. Ill.
ISBN:	0205461034

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500			\|a Includes bibliographical references
505	8		\|a The dimensions of multicultural education -- Multicultural education and global citizenship -- Multicultural education: history, development, goals, and approaches -- Culture, ethnicity, and education -- Race, diversity, and educational paradigms -- Pluralism, ideology, and educational reform -- The stages of cultural identity : implications for curriculum reform -- Race, disability, giftedness, and school reform -- The lives and values of transformative scholars -- A curriculum for empowerment, action, and change -- Teaching decision-making and social action skills for social change -- Gender and educational equity -- Language, culture, and education / Ricardo L. Garcia -- Reducing prejudice in students : theory, research, and strategies -- Curriculum guidelines for multicultural education
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Record in the Search Index

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adam_text	BRIEF CONTENTS PART ONE DIMENSIONS, HISTORY, AND GOALS 1 1 The Dimensions of Multicultural Education 3 2 Multicultural Education and Global Citizenship 22 3 Multicultural Education: History, Development, Goals, and Approaches 39 PART TWO CONCEPTUAL AND PHILOSOPHICAL ISSUES 67 4 Culture, Ethnicity, and Education 69 5 Race, Diversity, and Educational Paradigms 89 6 Pluralism, Ideology, and Educational Reform 112 7 The Stages of Cultural Identity: Implications for Curriculum Reform 130 PART THREE KNOWLEDGE CONSTRUCTION AND SCHOOL REFORM 149 8 Race, Disability, Giftedness, and School Reform 151 9 The Lives and Values of Transformative Scholars and Citizenship Education 171 PART FOUR CURRICULUM AND TEACHING STRATEGIES FOR DECISION MAKING AND ACTION 201 10 A Curriculum for Empowerment, Action, and Change 203 11 Teaching Decision-Making and Social Action Skills for Social Change 221 PART FIVE GENDER, LANGUAGE, INTERGROUP RELATIONS, AND GUIDELINES 245 12 Gender and Educational Equity 247 13 Language, Culture, and Education Ricardo L. Garcia 266 14 Reducing Prejudice in Students: Theory, Research, and Strategies 292 15 Curriculum Guidelines for Multicultural Education 314 Appendix: Multicultural Education Program Evaluation Checklist 339 Index 347 CONTENTS Preface xvii Acknowledgments xviii PART I DIMENSIONS, HISTORY, AND GOALS CHAPTER ONE The Dimensions of Multicultural Education 3 THE AIMS AND GOALS OF MULTICULTURAL EDUCATION 3 THE DIMENSIONS AND THEIR IMPORTANCE 4 LIMITATIONS AND INTERRELATIONSHIP OF THE DIMENSIONS 6 THE MEANING OF MULTICULTURAL EDUCATION TO TEACHERS 6 CONTEXTUALIZING MULTICULTURAL EDUCATION 7 THE DIMENSIONS OF MULTICULTURAL EDUCATION 8 Content Integration 8 The Knowledge Construction Process 9 Prejudice Reduction 12 Equity Pedagogy 15 An Empowering School Culture and Social Structure 16 SUMMARY 17 REFERENCES 18 CHAPTER TWO Multicultural Education and Global Citizenship 22 CHALLENGES TO THE ASSIMILATIONIST NOTION OF CITIZENSHIP 22 BALANCING UNITY AND DIVERSITY 23 LITERACY, SOCIAL JUSTICE, AND CITIZENSHIP EDUCATION 24 Vlil CONTENTS CONTENTS ЇХ INCREASING DIVERSITY AND GLOBAL CITIZENSHIP EDUCATION 25 LINKING MULTICULTURAL AND GLOBAL EDUCATION: PROMISES 25 LINKING MULTICULTURAL AND GLOBAL EDUCATION: PROBLEMS 26 LINKING MULTICULTURAL AND GLOBAL EDUCATION BY HELPING STUDENTS DEVELOP THREE INTERRELATED IDENTIFICATIONS Cultural, National, and Global Identifications 28 GOALS FOR GLOBAL EDUCATION 33 THE NEED FOR A DELICATE BALANCE OF IDENTIFICATIONS 33 SUMMARY 34 REFERENCES 37 26 The Ethnic Additive Approach 60 The Transformation Approach 60 The Decision Making and Social Action Approach 61 Mixing and Blending the Approaches 61 SUMMARY 62 REFERENCES 63 PART II CONCEPTUAL AND PHILOSOPHICAL ISSUES 67 CHAPTER FOUR Culture, Ethnicity, and Education 69 CHAPTER THREE Multicultural Education: History, Development, Goals, and Approaches 39 39 45 NATIVISM, ASSIMILATION, AND CULTURAL PLURALISM The Rise of Nativism 39 Nativism and Education 40 The Melting Pot 40 The Call for Cultural Pluralism 41 ETHNIC EDUCATION BETWEEN THE TWO WORLD WARS 41 THE INTERGROUP EDUCATION MOVEMENT 43 The Intergroup Education Movement Ends 44 ASSIMILATION, THE NEW PLURALISM, AND THE NEW IMMIGRANTS Assimilation Continues and Helps to Shape a Nation 45 The New Pluralism 45 The New Immigrants 46 THE EMERGENCE OF MULTICULTURAL EDUCATION 48 Phase I: Mono-ethnic Courses 49 Phase II: Multiethnic Studies Courses 49 Phase III: Multiethnic Education 49 Phase IV: Multicultural Education 50 Phase V: The Institutionalization Process 52 THE GOALS OF MULTICULTURAL EDUCATION 52 Total School Reform: An Essential Goal of Multicultural Education 55 Cross-Cultural Competency 57 APPROACHES TO MULTICULTURAL CURRICULUM REFORM The Contributions Approach 59 59 69 MULTICULTURAL EDUCATION The Meaning of Culture 70 Culture as Symbols and Interpretations Culture as a Strategy for Survival 71 The Characteristics of Cultures 71 70 CULTURE, MACROCULTURE, AND MICROCULTURES 72 THE VARIABLES AND COMPONENTS OF CULTURE 73 Values and Behavioral Styles 73 Languages and Dialects 75 Nonverbal Communications 75 Cultural Cognitiveness 75 Perspectives, Worldviews, and Frames of Reference 76 Identification 76 Microcultural Groups and Individuals 76 MULTICULTURAL EDUCATION: NATURE AND LIMITATIONS 78 THE NATURE OF AN ETHNIC GROUP 79 Types of Ethnic Groups 79 Ethnic Group: A Multidimensional Concept 80 The Relationship between Physical Characteristics and Ethnic Behavior The Variables of Ethnic Group Behavior 81 ETHNIC STUDIES 83 RACE AS A FACTOR IN INTERGROUP PROBLEMS 83 EDUCATION FOR ETHNIC AND RACIAL DIVERSITY 84 REDUCING RACIAL CONFLICT 85 SUMMARY 85 REFERENCES 86 80 CONTENTS CHAPTER FIVE Race, Diversity, and Educational Paradigms 89 THE NATURE OF PARADIGMS 90 MULTICULTURAL EDUCATION PARADIGMS 91 RESPONSE PARADIGMS: THE SCHOOLS REACT TO ETHNIC REVITALIZATION MOVEMENTS 91 The Ethnic Additive and Self-Concept Development Paradigms 93 The Cultural Deprivation Paradigm 98 The Language Paradigm 99 The Racism Paradigm 99 The Radical Paradigm 100 The Genetic Paradigm 102 Competing Paradigms 104 THE NEED FOR A MULTIFACTOR PARADIGM AND HOLISM SUMMARY 108 REFERENCES 108 105 CHAPTER SIX Pluralism, Ideology, and Educational Reform 112 THE CULTURAL PLURALIST IDEOLOGY 113 THE ASSIMILATIONIST IDEOLOGY 114 The Assimilationist Ideology and Education 115 Attacks on the Assimilationist Ideology 116 A CRITIQUE OF THE PLURALIST AND ASSIMILATIONIST IDEOLOGIES 117 THE MULTICULTURAL IDEOLOGY 119 The Societal Basis for the Multicultural Ideology 122 Multiple Acculturation 123 ETHNIC SUBSOCIETIES AND NONUNIVERSALIZED CULTURAL COMPONENTS 125 SHARING POWER 126 SUMMARY 127 REFERENCES 128 CHAPTER SEVEN The Stages of Cultural Identity: Implications for Curriculum Reform 130 USE OF THE TYPOLOGY IN RESEARCH 131 CONTENTS Xl EXPANDING THE TYPOLOGY TO INCLUDE NONETHNIC CULTURAL GROUPS 131 DEFINING CULTURAL GROUPS AND CULTURAL IDENTITY 132 Social Groups and Cultural Groups 133 Gender as a Cultural Group 133 SCHOLARSHIP ON OTHER CULTURAL GROUPS 134 Lower-Class Culture 134 Gay Culture 135 Deaf Culture 135 Ethnic Culture 135 ASSUMPTIONS ABOUT STUDENTS 136 Cultural Groups Are Complex and Dynamic 136 THE STAGES OF CULTURAL IDENTITY: A TYPOLOGY 137 Stage 1: Cultural Psychological Captivity 138 Stage 2: Cultural Encapsulation 138 Stage 3: Cultural Identity Clarification 139 Stage 4: Biculturalism 140 Stage 5: Multiculturalism and Reflective Nationalism 140 Stage 6: Globalism and Global Competency 141 CHARACTERISTICS OF THE CULTURAL IDENTITY TYPOLOGY 141 PRELIMINARY CURRICULAR IMPLICATIONS OF THE STAGES OF CULTURAL IDENTITY TYPOLOGY 143 Curricular Implications of Cultural Identity: Stage 1 143 Curricular Implications of Cultural Identity: Stage 2 143 Curricular Implications of Cultural Identity: Stage 3 144 Curricular Implications of Cultural Identity: Stage 4 144 Curricular Implications of Cultural Identity: Stage 5 144 Curricular Implications of Cultural Identity: Stage 6 145 SUMMARY 145 REFERENCES 146 PART III KNOWLEDGE CONSTRUCTION AND SCHOOL REFORM 149 CHAPTER EIGHT Race, Disability, Giftedness, and School Reform 151 AIMS OF THIS CHAPTER 152 RACE RELATIONS TODAY 153 THE CHALLENGE OF FOSTERING DIVERSITY 155 A FOCUS ON DIFFERENCE 156 Xli CONTENTS NEW CONCEPTIONS OF DIFFERENCE 156 The Social Construction of Race 157 Lessons from the Past 158 THE CONTINUING SIGNIFICANCE OF RACE 159 THE CONTINUING SIGNIFICANCE OF CULTURE 160 EXPANSION OF EQUALITY FOR STUDENTS WITH DISABILITIES 160 Intellectual Hierarchies 161 Disability and Race 161 The Social Construction of Mental Retardation 162 The Social Construction of Giftedness 163 KNOWLEDGE, POWER, AND THE CONSTRUCTION OF CATEGORIES 164 REFORMING SCHOOLS 165 THE ROAD AHEAD 167 REFERENCES 167 CHAPTER NINE The Lives and Values of Transformative Scholars and Citizenship Education 171 AN EPISTEMOLOGICAL JOURNEY 171 THE VALUES OF RESEARCHERS 173 AIMS OF THIS CHAPTER 173 EDUCATIONAL RESEARCH, POLICY, AND PRACTICE Values and the Quest for Objectivity 176 174 THE QUEST FOR AUTHENTIC VOICES 177 Race and Gender 178 A TYPOLOGY OF CROSS-CULTURAL RESEARCHERS 179 CASE STUDIES OF THE LIVES OF RESEARCHERS 182 Kenneth B. Clark and Research on Race 182 John Hope Franklin s Experiences with Race 184 Franklin and the Reconstruction of American History 185 The Antiracism Project of Anthropologists 185 Ruth Benedict and Antiracism Work 187 INTELLECTUAL LEADERSHIP AND ACTION 188 SOCIAL ACTION FOR SCHOLARS: BENEFITS AND RISKS 190 TRANSFORMATIVE SCHOLARS IN EDUCATION 191 Early Education Scholars and Researchers 191 Cultural Difference Theorists Today 192 CONTENTS Xli IMPLICATIONS FOR CITIZENSHIP EDUCATION IN A MULTICULTURAL SOCIETY 195 Implications for Students and Teachers 195 Implications for Researchers 196 THE NEED FOR COMMITTED AND CARING RESEARCHERS REFERENCES 198 197 PART IV CURRICULUM AND TEACHING STRATEGIES FOR DECISION MAKING AND ACTION 201 CHAPTER TEN A Curriculum for Empowerment, Action, and Change 203 TYPES OF KNOWLEDGE 203 School Knowledge 205 Knowledge and Empowerment 206 THE ATTEMPT TO REFORMULATE THE CANON 206 School Knowledge and the Dominant Canon 207 The Dominant Canon and the Popular Culture 208 A TRANSFORMATIVE CURRICULUM FOR EMPOWERMENT Critical Thinking and Multiple Voices 210 A LESSON WITH DIFFERENT VOICES 211 Key Concepts and Issues 212 THE MORAL COMPONENT OF ACTION 212 209 TEACHING ABOUT THE CIVIL RIGHTS MOVEMENT The Long Shadow of Little Rock 213 Decision Making and Citizen Action 215 The Decision-Making Process 216 THE ROLE OF THE TEACHER IN AN EMPOWERMENT AND TRANSFORMATIVE CURRICULUM 217 REFERENCES 219 213 CHAPTER ELEVEN Teaching Decision-Making and Social Action Skills for Social Change 221 ELEMENTS OF REFLECTIVE DECISION MAKING Some Subissues Related to the Major Problem 221 222 XIV CONTENTS STAGES IN CONSIDERING THIS ISSUE 223 Gathering Scientific Data 223 Value Inquiry 223 Decision Making and Social Action 224 THE ORIGIN OF THE ISSUE 224 The Definition of Key Concepts 226 Hypotheses 226 Testing the Hypotheses 227 Some Tentative Conclusions 228 SUGGESTED METHOD FOR TEACHING ABOUT RACIAL, ETHNIC, AND CULTURAL DIVERSITY AND PUBLIC POLICIES 229 Initiating the Unit 229 Social Science Inquiry 230 Values Inquiry 232 Spread of Opinion 232 Unfinished Sentences 233 Strongly Agree/Strongly Disagree 233 Values Grid 234 DECISION MAKING AND SOCIAL ACTION 235 Action Projects 235 THE TEACHER AS CULTURAL MEDIATOR AND CHANGE AGENT 236 A TYPOLOGY OF CROSS-CULTURAL TEACHERS 239 The Indigenous-Insider 240 The Indigenous-Outsider 240 The External-Insider 240 The External-Outsider 240 THE EFFECTIVE MULTICULTURAL TEACHER 241 SUMMARY 242 REFERENCES 242 PART V GENDER, LANGUAGE, INTERGROUP RELATIONS, AND GUIDELINES 245 CHAPTER TWELVE Gender and Educational Equity 247 GENDER EQUITY IN SCHOOLS 247 The Educational Status of Females Concerns about Males 248 247 CONTENTS Implications of the Gender Debate for Schools African American Male Students 249 249 THE ROLE OF MULTICULTURAL CONTENT IN THE CURRICULUM 250 Gender and Teaching Materials 250 In-Service Education and Materials 251 The Effects of Reading Materials 251 Vocational Choices and Expectations 253 The Effects of Television and Films 254 Curriculum Interventions and Gender-Role Attitudes 255 Trends in Recent Research 255 GENDER GAPS: WHERE SCHOOLS STILL FAIL OUR CHILDREN 257 Probing Intragender Differences 257 Acknowledging Individual Differences 258 Rethinking the Role of Schools 258 DEMOGRAPHIC CHANGES: DIFFERENCES AMONG GIRLS The Growth of the Hispanic Population 259 Immigration and the Education of New American Girls Regional Differences among Girls 261 School Reform 261 SUMMARY 262 REFERENCES 262 259 260 CHAPTER THIRTEEN Language, Culture, and Education 266 THE RELATIONSHIP BETWEEN LANGUAGE AND NATIONAL POLICY 267 Language Policy in the United States 267 English-Language Ethnocentrism 269 English-Only Laws 270 EQUAL EDUCATIONAL OPPORTUNITIES AND LANGUAGE EDUCATION 271 RESEARCH AND THEORY ON LANGUAGE AND DIALECT Linking Culture, Ethnicity, and Language 278 Language Acquisition of Native Bilinguals 279 277 281 ASSESSMENT OF ENGLISH LANGUAGE LEARNERS (ELLS) RESEARCH BASES OF BILINGUAL INSTRUCTION 285 BENCHMARKS FOR LINKING LANGUAGE AND CULTURE IN EDUCATION SUMMARY 289 REFERENCES 289 287 XVI CONTENTS CHAPTER FOURTEEN Reducing Prejudice in Students: Theory, Research, and Strategies 292 THEORIES OF PREJUDICE 292 Personality Theories of Prejudice 293 Flaws in Personality Research 294 Social Structure Theories of Prejudice 294 Social Identity Theory: The Minimal Group Paradigm 296 The Causes of Prejudice 297 MICRO APPROACHES TO PREJUDICE REDUCTION 298 MACRO APPROACHES TO PREJUDICE REDUCTION 301 AN INTERDISCIPLINARY CONCEPTUAL CURRICULUM 304 THE ROLE OF THE TEACHER IN PREJUDICE REDUCTION 305 Changing Teachers Attitudes and Behaviors 306 A Multicultural Philosophy 307 The Teacher and the Stages of Cultural Identity 308 Cross-Cultural Experiences: Problems and Promises 309 HYPOTHESES REGARDING CROSS-CULTURAL BEHAVIOR 310 SUMMARY 311 REFERENCES 311 CHAPTER FIFTEEN Curriculum Guidelines for Multicultural Education 314 THE ROLE OF THE SCHOOL 315 CURRICULUM GUIDELINES 315 REFERENCES 337 Appendix Multicultural Education Program Evaluation Checklist 339 Index 347
adam_txt	BRIEF CONTENTS PART ONE DIMENSIONS, HISTORY, AND GOALS 1 1 The Dimensions of Multicultural Education 3 2 Multicultural Education and Global Citizenship 22 3 Multicultural Education: History, Development, Goals, and Approaches 39 PART TWO CONCEPTUAL AND PHILOSOPHICAL ISSUES 67 4 Culture, Ethnicity, and Education 69 5 Race, Diversity, and Educational Paradigms 89 6 Pluralism, Ideology, and Educational Reform 112 7 The Stages of Cultural Identity: Implications for Curriculum Reform 130 PART THREE KNOWLEDGE CONSTRUCTION AND SCHOOL REFORM 149 8 Race, Disability, Giftedness, and School Reform 151 9 The Lives and Values of Transformative Scholars and Citizenship Education 171 PART FOUR CURRICULUM AND TEACHING STRATEGIES FOR DECISION MAKING AND ACTION 201 10 A Curriculum for Empowerment, Action, and Change 203 11 Teaching Decision-Making and Social Action Skills for Social Change 221 PART FIVE GENDER, LANGUAGE, INTERGROUP RELATIONS, AND GUIDELINES 245 12 Gender and Educational Equity 247 13 Language, Culture, and Education Ricardo L. Garcia 266 14 Reducing Prejudice in Students: Theory, Research, and Strategies 292 15 Curriculum Guidelines for Multicultural Education 314 Appendix: Multicultural Education Program Evaluation Checklist 339 Index 347 CONTENTS Preface xvii Acknowledgments xviii PART I DIMENSIONS, HISTORY, AND GOALS CHAPTER ONE The Dimensions of Multicultural Education 3 THE AIMS AND GOALS OF MULTICULTURAL EDUCATION 3 THE DIMENSIONS AND THEIR IMPORTANCE 4 LIMITATIONS AND INTERRELATIONSHIP OF THE DIMENSIONS 6 THE MEANING OF MULTICULTURAL EDUCATION TO TEACHERS 6 CONTEXTUALIZING MULTICULTURAL EDUCATION 7 THE DIMENSIONS OF MULTICULTURAL EDUCATION 8 Content Integration 8 The Knowledge Construction Process 9 Prejudice Reduction 12 Equity Pedagogy 15 An Empowering School Culture and Social Structure 16 SUMMARY 17 REFERENCES 18 CHAPTER TWO Multicultural Education and Global Citizenship 22 CHALLENGES TO THE ASSIMILATIONIST NOTION OF CITIZENSHIP 22 BALANCING UNITY AND DIVERSITY 23 LITERACY, SOCIAL JUSTICE, AND CITIZENSHIP EDUCATION 24 Vlil CONTENTS CONTENTS ЇХ INCREASING DIVERSITY AND GLOBAL CITIZENSHIP EDUCATION 25 LINKING MULTICULTURAL AND GLOBAL EDUCATION: PROMISES 25 LINKING MULTICULTURAL AND GLOBAL EDUCATION: PROBLEMS 26 LINKING MULTICULTURAL AND GLOBAL EDUCATION BY HELPING STUDENTS DEVELOP THREE INTERRELATED IDENTIFICATIONS Cultural, National, and Global Identifications 28 GOALS FOR GLOBAL EDUCATION 33 THE NEED FOR A DELICATE BALANCE OF IDENTIFICATIONS 33 SUMMARY 34 REFERENCES 37 26 The Ethnic Additive Approach 60 The Transformation Approach 60 The Decision Making and Social Action Approach 61 Mixing and Blending the Approaches 61 SUMMARY 62 REFERENCES 63 PART II CONCEPTUAL AND PHILOSOPHICAL ISSUES 67 CHAPTER FOUR Culture, Ethnicity, and Education 69 CHAPTER THREE Multicultural Education: History, Development, Goals, and Approaches 39 39 45 NATIVISM, ASSIMILATION, AND CULTURAL PLURALISM The Rise of Nativism 39 Nativism and Education 40 The Melting Pot 40 The Call for Cultural Pluralism 41 ETHNIC EDUCATION BETWEEN THE TWO WORLD WARS 41 THE INTERGROUP EDUCATION MOVEMENT 43 The Intergroup Education Movement Ends 44 ASSIMILATION, THE NEW PLURALISM, AND THE NEW IMMIGRANTS Assimilation Continues and Helps to Shape a Nation 45 The New Pluralism 45 The New Immigrants 46 THE EMERGENCE OF MULTICULTURAL EDUCATION 48 Phase I: Mono-ethnic Courses 49 Phase II: Multiethnic Studies Courses 49 Phase III: Multiethnic Education 49 Phase IV: Multicultural Education 50 Phase V: The Institutionalization Process 52 THE GOALS OF MULTICULTURAL EDUCATION 52 Total School Reform: An Essential Goal of Multicultural Education 55 Cross-Cultural Competency 57 APPROACHES TO MULTICULTURAL CURRICULUM REFORM The Contributions Approach 59 59 69 MULTICULTURAL EDUCATION The Meaning of Culture 70 Culture as Symbols and Interpretations Culture as a Strategy for Survival 71 The Characteristics of Cultures 71 70 CULTURE, MACROCULTURE, AND MICROCULTURES 72 THE VARIABLES AND COMPONENTS OF CULTURE 73 Values and Behavioral Styles 73 Languages and Dialects 75 Nonverbal Communications 75 Cultural Cognitiveness 75 Perspectives, Worldviews, and Frames of Reference 76 Identification 76 Microcultural Groups and Individuals 76 MULTICULTURAL EDUCATION: NATURE AND LIMITATIONS 78 THE NATURE OF AN ETHNIC GROUP 79 Types of Ethnic Groups 79 Ethnic Group: A Multidimensional Concept 80 The Relationship between Physical Characteristics and Ethnic Behavior The Variables of Ethnic Group Behavior 81 ETHNIC STUDIES 83 RACE AS A FACTOR IN INTERGROUP PROBLEMS 83 EDUCATION FOR ETHNIC AND RACIAL DIVERSITY 84 REDUCING RACIAL CONFLICT 85 SUMMARY 85 REFERENCES 86 80 CONTENTS CHAPTER FIVE Race, Diversity, and Educational Paradigms 89 THE NATURE OF PARADIGMS 90 MULTICULTURAL EDUCATION PARADIGMS 91 RESPONSE PARADIGMS: THE SCHOOLS REACT TO ETHNIC REVITALIZATION MOVEMENTS 91 The Ethnic Additive and Self-Concept Development Paradigms 93 The Cultural Deprivation Paradigm 98 The Language Paradigm 99 The Racism Paradigm 99 The Radical Paradigm 100 The Genetic Paradigm 102 Competing Paradigms 104 THE NEED FOR A MULTIFACTOR PARADIGM AND HOLISM SUMMARY 108 REFERENCES 108 105 CHAPTER SIX Pluralism, Ideology, and Educational Reform 112 THE CULTURAL PLURALIST IDEOLOGY 113 THE ASSIMILATIONIST IDEOLOGY 114 The Assimilationist Ideology and Education 115 Attacks on the Assimilationist Ideology 116 A CRITIQUE OF THE PLURALIST AND ASSIMILATIONIST IDEOLOGIES 117 THE MULTICULTURAL IDEOLOGY 119 The Societal Basis for the Multicultural Ideology 122 Multiple Acculturation 123 ETHNIC SUBSOCIETIES AND NONUNIVERSALIZED CULTURAL COMPONENTS 125 SHARING POWER 126 SUMMARY 127 REFERENCES 128 CHAPTER SEVEN The Stages of Cultural Identity: Implications for Curriculum Reform 130 USE OF THE TYPOLOGY IN RESEARCH 131 CONTENTS Xl EXPANDING THE TYPOLOGY TO INCLUDE NONETHNIC CULTURAL GROUPS 131 DEFINING CULTURAL GROUPS AND CULTURAL IDENTITY 132 Social Groups and Cultural Groups 133 Gender as a Cultural Group 133 SCHOLARSHIP ON OTHER CULTURAL GROUPS 134 Lower-Class Culture 134 Gay Culture 135 Deaf Culture 135 Ethnic Culture 135 ASSUMPTIONS ABOUT STUDENTS 136 Cultural Groups Are Complex and Dynamic 136 THE STAGES OF CULTURAL IDENTITY: A TYPOLOGY 137 Stage 1: Cultural Psychological Captivity 138 Stage 2: Cultural Encapsulation 138 Stage 3: Cultural Identity Clarification 139 Stage 4: Biculturalism 140 Stage 5: Multiculturalism and Reflective Nationalism 140 Stage 6: Globalism and Global Competency 141 CHARACTERISTICS OF THE CULTURAL IDENTITY TYPOLOGY 141 PRELIMINARY CURRICULAR IMPLICATIONS OF THE STAGES OF CULTURAL IDENTITY TYPOLOGY 143 Curricular Implications of Cultural Identity: Stage 1 143 Curricular Implications of Cultural Identity: Stage 2 143 Curricular Implications of Cultural Identity: Stage 3 144 Curricular Implications of Cultural Identity: Stage 4 144 Curricular Implications of Cultural Identity: Stage 5 144 Curricular Implications of Cultural Identity: Stage 6 145 SUMMARY 145 REFERENCES 146 PART III KNOWLEDGE CONSTRUCTION AND SCHOOL REFORM 149 CHAPTER EIGHT Race, Disability, Giftedness, and School Reform 151 AIMS OF THIS CHAPTER 152 RACE RELATIONS TODAY 153 THE CHALLENGE OF FOSTERING DIVERSITY 155 A FOCUS ON DIFFERENCE 156 Xli CONTENTS NEW CONCEPTIONS OF DIFFERENCE 156 The Social Construction of Race 157 Lessons from the Past 158 THE CONTINUING SIGNIFICANCE OF RACE 159 THE CONTINUING SIGNIFICANCE OF CULTURE 160 EXPANSION OF EQUALITY FOR STUDENTS WITH DISABILITIES 160 Intellectual Hierarchies 161 Disability and Race 161 The Social Construction of Mental Retardation 162 The Social Construction of Giftedness 163 KNOWLEDGE, POWER, AND THE CONSTRUCTION OF CATEGORIES 164 REFORMING SCHOOLS 165 THE ROAD AHEAD 167 REFERENCES 167 CHAPTER NINE The Lives and Values of Transformative Scholars and Citizenship Education 171 AN EPISTEMOLOGICAL JOURNEY 171 THE VALUES OF RESEARCHERS 173 AIMS OF THIS CHAPTER 173 EDUCATIONAL RESEARCH, POLICY, AND PRACTICE Values and the Quest for Objectivity 176 174 THE QUEST FOR AUTHENTIC VOICES 177 Race and Gender 178 A TYPOLOGY OF CROSS-CULTURAL RESEARCHERS 179 CASE STUDIES OF THE LIVES OF RESEARCHERS 182 Kenneth B. Clark and Research on Race 182 John Hope Franklin's Experiences with Race 184 Franklin and the Reconstruction of American History 185 The Antiracism Project of Anthropologists 185 Ruth Benedict and Antiracism Work 187 INTELLECTUAL LEADERSHIP AND ACTION 188 SOCIAL ACTION FOR SCHOLARS: BENEFITS AND RISKS 190 TRANSFORMATIVE SCHOLARS IN EDUCATION 191 Early Education Scholars and Researchers 191 Cultural Difference Theorists Today 192 CONTENTS Xli IMPLICATIONS FOR CITIZENSHIP EDUCATION IN A MULTICULTURAL SOCIETY 195 Implications for Students and Teachers 195 Implications for Researchers 196 THE NEED FOR COMMITTED AND CARING RESEARCHERS REFERENCES 198 197 PART IV CURRICULUM AND TEACHING STRATEGIES FOR DECISION MAKING AND ACTION 201 CHAPTER TEN A Curriculum for Empowerment, Action, and Change 203 TYPES OF KNOWLEDGE 203 School Knowledge 205 Knowledge and Empowerment 206 THE ATTEMPT TO REFORMULATE THE CANON 206 School Knowledge and the Dominant Canon 207 The Dominant Canon and the Popular Culture 208 A TRANSFORMATIVE CURRICULUM FOR EMPOWERMENT Critical Thinking and Multiple Voices 210 A LESSON WITH DIFFERENT VOICES 211 Key Concepts and Issues 212 THE MORAL COMPONENT OF ACTION 212 209 TEACHING ABOUT THE CIVIL RIGHTS MOVEMENT The Long Shadow of Little Rock 213 Decision Making and Citizen Action 215 The Decision-Making Process 216 THE ROLE OF THE TEACHER IN AN EMPOWERMENT AND TRANSFORMATIVE CURRICULUM 217 REFERENCES 219 213 CHAPTER ELEVEN Teaching Decision-Making and Social Action Skills for Social Change 221 ELEMENTS OF REFLECTIVE DECISION MAKING Some Subissues Related to the Major Problem 221 222 XIV CONTENTS STAGES IN CONSIDERING THIS ISSUE 223 Gathering Scientific Data 223 Value Inquiry 223 Decision Making and Social Action 224 THE ORIGIN OF THE ISSUE 224 The Definition of Key Concepts 226 Hypotheses 226 Testing the Hypotheses 227 Some Tentative Conclusions 228 SUGGESTED METHOD FOR TEACHING ABOUT RACIAL, ETHNIC, AND CULTURAL DIVERSITY AND PUBLIC POLICIES 229 Initiating the Unit 229 Social Science Inquiry 230 Values Inquiry 232 Spread of Opinion 232 Unfinished Sentences 233 Strongly Agree/Strongly Disagree 233 Values Grid 234 DECISION MAKING AND SOCIAL ACTION 235 Action Projects 235 THE TEACHER AS CULTURAL MEDIATOR AND CHANGE AGENT 236 A TYPOLOGY OF CROSS-CULTURAL TEACHERS 239 The Indigenous-Insider 240 The Indigenous-Outsider 240 The External-Insider 240 The External-Outsider 240 THE EFFECTIVE MULTICULTURAL TEACHER 241 SUMMARY 242 REFERENCES 242 PART V GENDER, LANGUAGE, INTERGROUP RELATIONS, AND GUIDELINES 245 CHAPTER TWELVE Gender and Educational Equity 247 GENDER EQUITY IN SCHOOLS 247 The Educational Status of Females Concerns about Males 248 247 CONTENTS Implications of the Gender Debate for Schools African American Male Students 249 249 THE ROLE OF MULTICULTURAL CONTENT IN THE CURRICULUM 250 Gender and Teaching Materials 250 In-Service Education and Materials 251 The Effects of Reading Materials 251 Vocational Choices and Expectations 253 The Effects of Television and Films 254 Curriculum Interventions and Gender-Role Attitudes 255 Trends in Recent Research 255 GENDER GAPS: WHERE SCHOOLS STILL FAIL OUR CHILDREN 257 Probing Intragender Differences 257 Acknowledging Individual Differences 258 Rethinking the Role of Schools 258 DEMOGRAPHIC CHANGES: DIFFERENCES AMONG GIRLS The Growth of the Hispanic Population 259 Immigration and the Education of New American Girls Regional Differences among Girls 261 School Reform 261 SUMMARY 262 REFERENCES 262 259 260 CHAPTER THIRTEEN Language, Culture, and Education 266 THE RELATIONSHIP BETWEEN LANGUAGE AND NATIONAL POLICY 267 Language Policy in the United States 267 English-Language Ethnocentrism 269 English-Only Laws 270 EQUAL EDUCATIONAL OPPORTUNITIES AND LANGUAGE EDUCATION 271 RESEARCH AND THEORY ON LANGUAGE AND DIALECT Linking Culture, Ethnicity, and Language 278 Language Acquisition of Native Bilinguals 279 277 281 ASSESSMENT OF ENGLISH LANGUAGE LEARNERS (ELLS) RESEARCH BASES OF BILINGUAL INSTRUCTION 285 BENCHMARKS FOR LINKING LANGUAGE AND CULTURE IN EDUCATION SUMMARY 289 REFERENCES 289 287 XVI CONTENTS CHAPTER FOURTEEN Reducing Prejudice in Students: Theory, Research, and Strategies 292 THEORIES OF PREJUDICE 292 Personality Theories of Prejudice 293 Flaws in Personality Research 294 Social Structure Theories of Prejudice 294 Social Identity Theory: The Minimal Group Paradigm 296 The Causes of Prejudice 297 MICRO APPROACHES TO PREJUDICE REDUCTION 298 MACRO APPROACHES TO PREJUDICE REDUCTION 301 AN INTERDISCIPLINARY CONCEPTUAL CURRICULUM 304 THE ROLE OF THE TEACHER IN PREJUDICE REDUCTION 305 Changing Teachers' Attitudes and Behaviors 306 A Multicultural Philosophy 307 The Teacher and the Stages of Cultural Identity 308 Cross-Cultural Experiences: Problems and Promises 309 HYPOTHESES REGARDING CROSS-CULTURAL BEHAVIOR 310 SUMMARY 311 REFERENCES 311 CHAPTER FIFTEEN Curriculum Guidelines for Multicultural Education 314 THE ROLE OF THE SCHOOL 315 CURRICULUM GUIDELINES 315 REFERENCES 337 Appendix Multicultural Education Program Evaluation Checklist 339 Index 347
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author	Banks, James A. 1941-
author_GND	(DE-588)130603449
author_facet	Banks, James A. 1941-
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author_sort	Banks, James A. 1941-
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bvnumber	BV021268544
callnumber-first	L - Education
callnumber-label	LC3731
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callnumber-search	LC3731
callnumber-sort	LC 43731
callnumber-subject	LC - Social Aspects of Education
classification_rvk	DO 9000 DO 9002 DP 6000 DP 6100
contents	The dimensions of multicultural education -- Multicultural education and global citizenship -- Multicultural education: history, development, goals, and approaches -- Culture, ethnicity, and education -- Race, diversity, and educational paradigms -- Pluralism, ideology, and educational reform -- The stages of cultural identity : implications for curriculum reform -- Race, disability, giftedness, and school reform -- The lives and values of transformative scholars -- A curriculum for empowerment, action, and change -- Teaching decision-making and social action skills for social change -- Gender and educational equity -- Language, culture, and education / Ricardo L. Garcia -- Reducing prejudice in students : theory, research, and strategies -- Curriculum guidelines for multicultural education
ctrlnum	(OCoLC)634369651 (DE-599)BVBBV021268544
discipline	Pädagogik
discipline_str_mv	Pädagogik
edition	5. ed.
format	Book
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id	DE-604.BV021268544
illustrated	Illustrated
index_date	2024-07-02T13:43:51Z
indexdate	2024-07-09T20:34:17Z
institution	BVB
isbn	0205461034
language	English
lccn	2005012187
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physical	XX, 364 S. Ill.
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publisher	Pearson Allyn and Bacon
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spelling	Banks, James A. 1941- Verfasser (DE-588)130603449 aut Cultural diversity and education foundations, curriculum, and theory James A. Banks 5. ed. Boston [u.a.] Pearson Allyn and Bacon 2006 XX, 364 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references The dimensions of multicultural education -- Multicultural education and global citizenship -- Multicultural education: history, development, goals, and approaches -- Culture, ethnicity, and education -- Race, diversity, and educational paradigms -- Pluralism, ideology, and educational reform -- The stages of cultural identity : implications for curriculum reform -- Race, disability, giftedness, and school reform -- The lives and values of transformative scholars -- A curriculum for empowerment, action, and change -- Teaching decision-making and social action skills for social change -- Gender and educational equity -- Language, culture, and education / Ricardo L. Garcia -- Reducing prejudice in students : theory, research, and strategies -- Curriculum guidelines for multicultural education Erziehung Minderheit Minorities Education United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Interkulturelle Erziehung (DE-588)4123440-6 s DE-604 http://www.loc.gov/catdir/toc/ecip0511/2005012187.html Table of contents Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014589698&sequence=000006&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Banks, James A. 1941- Cultural diversity and education foundations, curriculum, and theory The dimensions of multicultural education -- Multicultural education and global citizenship -- Multicultural education: history, development, goals, and approaches -- Culture, ethnicity, and education -- Race, diversity, and educational paradigms -- Pluralism, ideology, and educational reform -- The stages of cultural identity : implications for curriculum reform -- Race, disability, giftedness, and school reform -- The lives and values of transformative scholars -- A curriculum for empowerment, action, and change -- Teaching decision-making and social action skills for social change -- Gender and educational equity -- Language, culture, and education / Ricardo L. Garcia -- Reducing prejudice in students : theory, research, and strategies -- Curriculum guidelines for multicultural education Erziehung Minderheit Minorities Education United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd
subject_GND	(DE-588)4123440-6 (DE-588)4078704-7
title	Cultural diversity and education foundations, curriculum, and theory
title_auth	Cultural diversity and education foundations, curriculum, and theory
title_exact_search	Cultural diversity and education foundations, curriculum, and theory
title_exact_search_txtP	Cultural diversity and education foundations, curriculum, and theory
title_full	Cultural diversity and education foundations, curriculum, and theory James A. Banks
title_fullStr	Cultural diversity and education foundations, curriculum, and theory James A. Banks
title_full_unstemmed	Cultural diversity and education foundations, curriculum, and theory James A. Banks
title_short	Cultural diversity and education
title_sort	cultural diversity and education foundations curriculum and theory
title_sub	foundations, curriculum, and theory
topic	Erziehung Minderheit Minorities Education United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd
topic_facet	Erziehung Minderheit Minorities Education United States Multicultural education United States Interkulturelle Erziehung USA
url	http://www.loc.gov/catdir/toc/ecip0511/2005012187.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014589698&sequence=000006&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT banksjamesa culturaldiversityandeducationfoundationscurriculumandtheory

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