Developing critical cultural competence: a guide for 21st-century educators
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XXV, 199 S. Ill. |
| ISBN: | 9781412996259 |
Internformat
MARC
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| 245 | 1 | 0 | |a Developing critical cultural competence |b a guide for 21st-century educators |c Jewell E. Cooper ; Ye He ; Barbara B. Levin |
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin |c 2011 | |
| 300 | |a XXV, 199 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-024411689 | ||
Datensatz im Suchindex
| _version_ | 1804148384190169088 |
|---|---|
| adam_text | Contents
List of Resources
ix
Foreword
xi
Christine Sleeter
Preface
xv
Acknowledgments
xxi
About the Authors
xxiii
Introduction: What Do We Need to Do to Prepare
Teachers for Today s Diverse Classrooms?
1
1.
Common Practices: How Are We Currently
Preparing Educators for Diverse Classrooms?
9
Introduction
9
Common Goals for Multicultural Education
10
Foundational Understandings About Diversity
11
Milner s Five Conceptual Repertoires of Diversity
11
Empathy Versus Sympathy
17
Strength-Based Approach
18
Materials and Resources
19
Textbooks
19
Historic and Contemporary Videos
19
Online Learning Resources
21
Guest Speakers
22
Other Commonly Used Activities and Approaches
22
Discussions and Reflection
23
Case Studies and Case Discussions
24
Book Clubs
25
Activity
1.1
Book Club Jigsaw Activity
26
The Game of Monopoly
27
Empathy Activities
28
Summary of Key Points
29
Reflection and Extension
30
Online Extensions
30
2.
Who I Am: How Can We Understand Ourselves
as Cultural Beings?
33
Introduction
33
Exploring Personal Characteristics and Beliefs
34
Activity
2.1
Autobiographies
36
Activity
2.2
Educational Philosophy
38
Activity
2.3
All About Me Activities
40
Activity
2.4
All in a Picture and Snapshot
of Me Activities
44
Revealing Beliefs and Identities to Others
46
Activity
2.5
Intercultural Autograph Hunt
47
Activity
2.6
Bio-Poems
48
Activity
2.7
the Privilege Walk
49
Summary of Key Points
52
Reflection and Extension
52
Additional Resources
53
Online Extensions
53
Focus for Professional Learning Communities (PLCs)
54
3.
Moving From Beliefs and Visions to Action:
How Can We Link Our Personal and
Professional Identities?
57
Introduction
57
Activity
3.1
Visioning
58
Activity
3.2
Personal Practical Theories (PPTs)
63
Activity
3.3
Action Research
68
Summary of Key Points
74
Reflection and Extension
75
Additional Resources
75
Online Extensions
75
Focus for Professional Learning Communities (PLCs)
76
4.
How Do We Prepare Educators to Understand
and Appreciate Student Diversity?
79
Introduction
79
From Understanding Diversity to Appreciating Diversity
80
Activity
4.1
Diversity Fact Sheets
82
Activity
4.2
Website Reviews
84
Activity
4.3
Interactive Survey
86
Activity
4.4
Description, Interpretation, and Evaluation
89
Summary of Key Points
92
Reflection and Extension
92
Online Extensions
92
Focus for Professional Learning Communities (PLCs)
93
5.
From Critical Awareness to Transformative Action:
How Do We Prepare Educators to Become Cultural
Brokers for Student Success?
95
Introduction
95
From Critical Awareness to Transformative Action
96
Cross-Cultural Competence and Critical Self-Reflection
97
Activity
5.1
Active Listening
97
Activity
5.2
Classroom Observation Analysis
100
Activity
5.3
ABCs Project
103
Summary of Key Points
Ш
Reflection and Extension 111
Online Extensions
112
Focus for Professional Learning Communities (PLCs)
112
6.
Learning About the Community: How Can We Learn
More About Parents and Families?
115
Introduction
115
Standards-Based Reform
116
Benefits of Involving Parents and Families in Schools
118
Traditional Ways of Involving Parents in Schools
120
Non
traditional Approaches to Parents and Involvement
122
Barriers and Facilitators to Involvement
123
Extending Traditional Approaches to Parent and
Family Involvement
124
Activity
6.1
Touring the Neighborhood
—
The Do s
and Don ts
125
Activity
6.2
Home Visits at the Beginning of
the School Year
127
Activity
6.3
Preparing for the First Parent Conference
131
Summary of Key Points
133
Reflection and Extension
134
Online Extensions
134
Focus for Professional Learning Communities (PLCs)
134
7.
Community-Based Learning: How Can We Learn
From Parents, Families, and Communities?
137
Introduction
137
How diverse are families and our communities?
138
Partnering With Parents, Families, and Communities
138
What is community-based learning?
139
Community-Based Learning Activities
141
Activity
7.1
Home-Community Camera Adventure
141
Activity
7.2
Walking a Mile in Another s Shoes
146
Transformative Effects of Community Adventures
150
Summary of Key Points
153
Reflection and Extension
154
Online Extensions
154
Focus for Professional Learning Communities (PLCs)
154
8.
Bringing It All Together: How Do We Maximize
Teaching and Learning Opportunities?
157
Introduction
157
Connecting Culturally Responsive Pedagogy and
Critical Cultural Competence
158
Taking Risks to Develop Critical Cultural Competence
159
Inspiring Critical Reflection and Awareness
161
Transforming Professional Practice
165
Using Rogers s Adoption of Innovation Theory
166
Using the Concerns-Based Adoption Model (CBAM)
167
Planning for Professional Development
169
Before We Start
170
Pre-
and Postassessment
172
Follow-Up
173
Summary of Key Points
174
Final Words
174
Additional Resources
175
Reflection and Extension
175
Online Extensions
175
References
177
Index
187
Additional resources related to Developing Critical
Cultural
Competería
can be found at
www-corwin-com/
culturalcompetence
As I read this book, it became clear
that my long-held belief about the
meaning of cultural competence
needed a makeover.
¡
am now
convinced that my personal definition
of diversity should embrace a much
deeper appreciation of differences
and transformative action.
—
Denise
Carlson, Curriculum Consultant
Heartland Area Education Agency
Johnston, 1A
Developing Critical Cultural
Competence provides
educators with the inspiration,
knowledge, and tools to
move from theory to action
in seeking to eliminate the
achievement gap.
—
Bess Scott, Director of
Elementary Education
Lincoln Public Schools,
NE
Cultural competence is key to
improved student achievement
Other Books
From
Corwin:
The increasingly diverse nature of today s schools and
the need to increase the achievement of all students, no
matter their background, requires
2
1 st-century teachers
to develop critical cultural competence. Looking at data
is not enough. We have to know who our students are!
This book shows you how to provide professional
development that deepens teachers cultural
understanding. Developing Critical Cultural Competence
helps educators translate new knowledge into action with
activities that focus on the three inseparable insights
required for developing teachers critical cultural
competency:
•
Understanding themselves
•
Understanding their students
•
Understanding their students families
and communities
In addition to the activities are reflection questions,
group discussion questions, online extensions for
facilitators, and a sample professional development plan.
A companion website provides reproducible resource
lists and handouts as well as examples that can serve
as models for some of the activities.
ISBN:
978-1-4129-7794-4
ISBN:
978-1-4129-7848-4
CORWIN
A SAGE Company
2455
Teller Road
Thousand Oaks, CA
91320
T:
(800) 233-9936
F:
(800) 417-2466
www-oorwinxom
ISBN
ISBN: 978-1-4129-8702-8
90000
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| title | Developing critical cultural competence a guide for 21st-century educators |
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| title_full | Developing critical cultural competence a guide for 21st-century educators Jewell E. Cooper ; Ye He ; Barbara B. Levin |
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