Cultural diversity and education: foundations, curriculum, and teaching
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York, NY ; London
Routledge
[2016]
|
| Ausgabe: | Sixth edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xxiii, 342 Seiten Diagramme |
| ISBN: | 9781138654150 9781138655560 |
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Datensatz im Suchindex
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| adam_text | BRIEF CONTENTS
PART ONE DIMENSIONS, HISTORY, AND GOALS 1
1 The Dimensions of Multicultural Education 3
2 Educating Citizens for Diversity in Global Times 23
3 Multicultural Education: History, Development, Goals, and Approaches 42
PART TWO CONCEPTUAL, PHILOSOPHICAL, AND RESEARCH
ISSUES 69
4 Culture, Ethnicity, and Education 71
5 Increasing Student Academic Achievement: Paradigms and Explanations 91
6 Pluralism, Ideology, and Educational Reform 118
7 Researching Race, Culture, and Difference 137
PART THREE CURRICULUM AND TEACHING STRATEGIES
FOR DECISION MAKING AND ACTION 161
8 The Stages of Cultural Identity: Implications for Curriculum Reform 163
9 A Curriculum for Empowerment, Action, and Change 183
10 Teaching Decision-Making and Social Action Skills for Social Change 202
PART FOUR GENDER EQUITY, DISABILITY, GIFTEDNESS,
AND LANGUAGE DIVERSITY 225
11 Gender Equity and the Social Construction of Disability and Giftedness 227
12 Teaching for Language and Cultural Differences
Ricardo L. Garcia 249
PART FIVE INTERGROUP RELATIONS AND PRINCIPLES FOR
TEACHING AND LEARNING 275
13 Reducing Prejudice in Students: Theory, Research, and Strategies 277
14 Principles for Teaching and Learning in a Multicultural Society 296
Appendix: Essential Principles Checklist 313
• •
Vll
CONTENTS
About the Author vi
Preface xix
Acknowledgments xxii
PART I DIMENSIONS, HISTORY, AND GOALS 1
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
Educating Citizens for Diversity in Global Times 23
THE ASSIMILATIONIST CONCEPTION OF CITIZENSHIP 23
THE ASSIMILATIONIST ANALYSIS IS CHALLENGED 24
IDENTITY GROUPS IN MULTICULTURAL DEMOCRATIC SOCIETIES 25
UNIVERSAL AND DIFFERENTIATED CITIZENSHIP 26
THE COMPLEX IDENTITIES OF IMMIGRANT YOUTH 26
Cultural, National, Regional, and Global Identifications 27
ix
X
CONTENTS
GOALS FOR GLOBAL EDUCATION 32
THE NEED FOR A DELICATE BALANCE OF IDENTIFICATIONS 33
TRANSFORMATIVE CLASSROOMS AND LEVELS OF CITIZENSHIP 34
MAINSTREAM AND TRANSFORMATIVE CITIZENSHIP EDUCATION 36
SUMMARY 37
REFERENCES 39
CHAPTER THREE
Multicultural Education: History, Development, Goals, and
Approaches 42
NATIVISM, ASSIMILATION, AND CULTURAL PLURALISM 42
The Rise of Nativism 42
Nativism and Education 43
The Melting Pot 43
The Call for Cultural Pluralism 44
ETHNIC EDUCATION BETWEEN THE TWO WORLD WARS 44
THE INTERGROUP EDUCATION MOVEMENT 46
The Intergroup Education Movement Ends 47
ASSIMILATION, THE NEW PLURALISM, AND THE NEW IMMIGRANTS 48
Assimilation Continues and Helps to Shape a Nation 48
The New Pluralism 48
The New Immigrants 49
THE EMERGENCE OF MULTICULTURAL EDUCATION 51
Phase I: Monoethnic Courses 51
Phase II: Multiethnic Studies Courses 52
Phase III: Multiethnic Education 52
Phase IV: Multicultural Education 53
Phase V: The Institutionalization Process 55
TOTAL SCHOOL REFORM: AN ESSENTIAL GOAL OF MULTICULTURAL
EDUCATION 55
CROSS-CULTURAL COMPETENCY 58
Levels of Cross-Cultural Functioning 58
APPROACHES TO MULTICULTURAL CURRICULUM REFORM 60
The Contributions Approach 60
The Ethnic Additive Approach 61
The Transformation Approach 61
The Decision-Making and Social Action Approach 62
Mixing and Blending the Approaches 62
SUMMARY 63
REFERENCES 64
CONTENTS
XI
PART II CONCEPTUAL, PHILOSOPHICAL, AND RESEARCH ISSUES 69
CHAPTER FOUR
Culture, Ethnicity, and Education 71
MULTICULTURAL EDUCATION 71
The Meaning of Culture 72
Culture as Symbols and Interpretations 73
Culture as a Strategy for Survival 73
The Characteristics of Cultures 73
CULTURE, MACROCULTURE, AND MICROCULTURES 74
THE VARIABLES AND COMPONENTS OF CULTURE 75
Values and Behavioral Styles 75
Languages and Dialects 77
Nonverbal Communications 77
Cultural Cognitiveness 77
Perspectives, Worldviews, and Frames of Reference 78
Identification 78
Microcultural Groups and Individuals 78
MULTICULTURAL EDUCATION: NATURE AND LIMITATIONS 80
THE NATURE OF AN ETHNIC GROUP 80
Types of Ethnic Groups 81
Ethnic Group: A Multidimensional Concept 82
The Relationship between Physical Characteristics and
Ethnic Behavior 82
The Variables of Ethnic Group Behavior 83
RACE AS A FACTOR IN INTERGROUP PROBLEMS 83
EDUCATION FOR ETHNIC AND RACIAL DIVERSITY 85
REDUCING RACIAL CONFLICT 86
SUMMARY 87
REFERENCES 88
CHAPTER FIVE
Increasing Student Academic Achievement: Paradigms and
Explanations 91
THE ACADEMIC ACHIEVEMENT GAP 93
THE ACADEMIC ACHIEVEMENT GAP AND THE NO CHILD LEFT BEHIND ACT AND
RACE TO THE TOP INITIATIVE 93
Xll
CONTENTS
THE SEARCH FOR EXPLANATIONS 95
Values and the Development of Educational Paradigms 96
The Genetic Paradigm 97
The Cultural Deprivation Paradigm 98
The Cultural Difference Paradigm 100
The Cultural Ecology Paradigm 102
The Protective Disidentification Paradigm 104
The Structural Paradigm 105
The Effective Schools Paradigm 107
The Need for a Multifactor Paradigm 108
SUMMARY 110
REFERENCES 111
CHAPTER SIX
Pluralism, Ideology, and Educational Reform 118
THE CULTURAL PLURALIST IDEOLOGY 119
THE ASSIMILATIONIST IDEOLOGY 120
The Assimilationist Ideology and Education 121
Attacks on the Assimilationist Ideology 122
A CRITIQUE OF THE PLURALIST AND ASSIMILATIONIST IDEOLOGIES 123
THE MULTICULTURAL IDEOLOGY 125
The Societal Basis for the Multicultural Ideology 128
Multiple Acculturation 129
Ethnic Subsocieties and Nonuniversalized Cultural Components 131
SHARING POWER 132
SUMMARY 133
REFERENCES 134
CHAPTER SEVEN
Researching Race, Culture, and Difference 137
DEFINING MULTICULTURAL RESEARCH 138
MULTICULTURAL RESEARCH AS COUNTERNARRATIVES 139
OBJECTIVITY IN MAINSTREAM EPISTEMOLOGY 143
RESEARCH AND POSITIONALITY 144
THE QUEST FOR STRONG OBJECTIVITY 145
NATIVISM IN THE FIRST DECADES OF THE TWENTIETH CENTURY AND ITS
INFLUENCE ON RESEARCH 146
CONTENTS
Xlll
THE PERSISTENCE OF THE GENETIC PARADIGM 148
THE RISE OF THE CULTURAL DEFICIT PARADIGM IN THE 1960S 150
THE EMERGENCE OF TRANSFORMATIVE PARADIGMS AND RESEARCH 151
THE CULTURAL DIFFERENCE PARADIGM AND CULTURALLY SENSITIVE TEACHING
AND LEARNING 151
SUMMARY 155
ACKNOWLEDGMENTS 155
REFERENCES 156
PART III CURRICULUM AND TEACHING STRATEGIES FOR DECISION
MAKING AND ACTION 161
CHAPTER EIGHT
The Stages of Cultural Identity: Implications for Curriculum
Reform 163
USE OF THE TYPOLOGY IN RESEARCH 164
Expanding the Typology to Include Nonethnic Cultural Groups 164
DEFINING CULTURAL GROUPS AND CULTURAL IDENTITY 165
Social Groups and Cultural Groups 166
Gender as a Cultural Group 166
SCHOLARSHIP ON OTHER CULTURAL GROUPS 167
Lower-Class Culture 167
Gay Culture 168
Deaf Culture 168
Ethnic Culture 168
ASSUMPTIONS ABOUT STUDENTS 168
Cultural Groups Are Complex and Dynamic 169
THE STAGES OF CULTURAL IDENTITY: A TYPOLOGY 170
Stage 1: Cultural Psychological Captivity 170
Stage 2: Cultural Encapsulation 171
Stage 3: Cultural Identity Clarification 172
Stage 4: Biculturalism 172
Stage 5: Multiculturalism and Reflective Nationalism 173
Stage 6: Globalism and Global Competency 173
CHARACTERISTICS OF THE CULTURAL IDENTITY TYPOLOGY 174
PRELIMINARY CURRICULAR IMPLICATIONS OF THE STAGES OF CULTURAL
IDENTITY TYPOLOGY 175
Curricular Implications of Cultural Identity: Stage 1 175
Curricular Implications of Cultural Identity: Stage 2 176
xiv CONTENTS
Curricular Implications of Cultural Identity: Stage 3 176
Curricular Implications of Cultural Identity: Stage 4 177
Curricular Implications of Cultural Identity: Stage 5 177
Curricular Implications of Cultural Identity: Stage 6 177
SUMMARY 178
REFERENCES 178
CHAPTER NINE
A Curriculum for Empowerment, Action, and Change 183
TYPES OF KNOWLEDGE 183
School Knowledge 185
Knowledge and Empowerment 186
THE ATTEMPT TO REFORMULATE THE CANON 186
School Knowledge and the Dominant Canon 187
The Dominant Canon and the Popular Culture 188
A TRANSFORMATIVE CURRICULUM FOR EMPOWERMENT 189
Critical Thinking and Multiple Voices 190
A LESSON WITH DIFFERENT VOICES 190
Key Concepts and Issues 191
THE MORAL COMPONENT OF ACTION 192
TEACHING ABOUT THE CIVIL RIGHTS MOVEMENT 193
The Long Shadow of Little Rock 193
Decision Making and Citizen Action 195
The Decision-Making Process 196
THE ROLE OF THE TEACHER IN AN EMPOWERMENT AND TRANSFORMATIVE
CURRICULUM 197
SUMMARY 198
REFERENCES 199
CHAPTER TEN
Teaching Decision-Making and Social Action Skills for Social
Change 202
ELEMENTS OF REFLECTIVE DECISION MAKING 202
Some Subissues Related to the Major Problem 203
STAGES IN CONSIDERING THIS ISSUE 204
Gathering Scientific Data 204
Value Inquiry 204
Decision Making and Social Action 205
CONTENTS
XV
THE ORIGIN OF THE ISSUE 205
The Definition of Key Concepts 207
Hypotheses 207
Testing the Hypotheses 208
Some Tentative Conclusions 209
SUGGESTED METHODS FOR TEACHING ABOUT RACIAL, ETHNIC, AND CULTURAL
DIVERSITY AND PUBLIC POLICIES 210
Initiating the Unit 210
Social Science Inquiry 211
Value Inquiry 213
DECISION MAKING AND SOCIAL ACTION 214
Action Projects 214
THE TEACHER AS CULTURAL MEDIATOR AND CHANGE AGENT 215
A TYPOLOGY OF CROSS-CULTURAL TEACHERS 218
The Indigenous-Insider 219
The Indigenous-Outsider 219
The External-Insider 220
The External-Outsider 220
THE EFFECTIVE MULTICULTURAL TEACHER 220
SUMMARY 222
REFERENCES 222
PART IV GENDER EQUITY, DISABILITY, GIFTEDNESS, AND LANGUAGE
DIVERSITY 225
riiVXÍti ÍÍV.L (Wifi swi-nri:: . »5 5« ;-. ’S i -x- • :■ ■■ ‘iWHmm
CHAPTER ELEVEN
Gender Equity and the Social Construction of Disability and
Giftedness 227
GENDER EQUITY IN SCHOOLS 227
The Educational Status of Females 227
Concerns About Males 228
Implications of the Gender Debate for Schools 229
African American Male Students 229
THE ROLE OF MULTICULTURAL CONTENT IN THE CURRICULUM 229
Gender and Teaching Materials 230
In-Service Education and Materials 230
The Effects of Reading Materials 231
Vocational Choices and Expectations 232
The Effects of Television and Films 234
Curriculum Interventions and Gender-Role Attitudes 234
Trends in Recent Research 235
XVI
CONTENTS
THE SOCIAL CONSTRUCTION OF DISABILITY AND GIFTEDNESS 235
NEW CONCEPTIONS OF DIFFERENCE 237
EXPANSION OF EQUALITY FOR STUDENTS WITH DISABILITIES 237
Intellectual Hierarchies 237
Disability and Race 238
The Social Construction of Mental Retardation 238
THE SOCIAL CONSTRUCTION OF GIFTEDNESS 239
KNOWLEDGE, POWER, AND THE CONSTRUCTION OF CATEGORIES 240
REFORMING SCHOOLS 241
THE ROAD AHEAD 243
SUMMARY 243
REFERENCES 243
CHAPTER TWELVE
Teaching for Language and Cultural Differences 249
IMMIGRATION AND DEMOGRAPHIC SHIFTS 250
POLICY OF EQUAL EDUCATIONAL OPPORTUNITY 252
Equal Opportunities and Language Differences 253
Demystifying Language and Dialect Differences 254
BEST PRACTICES FOR EQUAL OPPORTUNITY CLASSROOMS 256
MULTIPLE PERSPECTIVES ON TEACHING ABOUT CULTURE 264
Criteria for Selecting Curriculum Materials 270
SUMMARY 271
REFERENCES 272
PART V INTERGROUP RELATIONS AND PRINCIPLES FOR TEACHING
AND LEARNING 275
CHAPTER THIRTEEN
Reducing Prejudice in Students: Theory,
Research, and Strategies 277
THEORIES OF PREJUDICE 277
Personality Theories of Prejudice 278
Flaws in Personality Research 279
CONTENTS
XVll
Social Structure Theories of Prejudice 279
Social Identity Theory: The Minimal Group Paradigm 280
The Causes of Prejudice 281
MICRO APPROACHES TO PREJUDICE REDUCTION 281
MACRO APPROACHES TO PREJUDICE REDUCTION 283
AN INTERDISCIPLINARY CONCEPTUAL CURRICULUM 286
THE ROLE OF THE TEACHER IN PREJUDICE REDUCTION 287
Changing Teachers Attitudes and Behaviors 289
A Multicultural Philosophy 289
The Teacher and the Stages of Cultural Identity 290
Cross-Cultural Experiences: Problems and Promises 291
HYPOTHESES REGARDING CROSS-CULTURAL BEHAVIOR 292
SUMMARY 293
REFERENCES 293
CHAPTER FOURTEEN
Principles for Teaching and Learning in
a Multicultural Society 296
WHAT WE KNOW ABOUT DIVERSITY AND EDUCATION 297
TEACHER LEARNING 298
STUDENT LEARNING 300
INTERGROUP RELATIONS 302
SCHOOL GOVERNANCE, ORGANIZATION, AND EQUITY 305
ASSESSMENT 307
SUMMARY 309
REFERENCES 309
Appendix: Essential Principles Checklist 313
Index 321
|
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| title | Cultural diversity and education foundations, curriculum, and teaching |
| title_auth | Cultural diversity and education foundations, curriculum, and teaching |
| title_exact_search | Cultural diversity and education foundations, curriculum, and teaching |
| title_full | Cultural diversity and education foundations, curriculum, and teaching James A. Banks, University of Washington |
| title_fullStr | Cultural diversity and education foundations, curriculum, and teaching James A. Banks, University of Washington |
| title_full_unstemmed | Cultural diversity and education foundations, curriculum, and teaching James A. Banks, University of Washington |
| title_short | Cultural diversity and education |
| title_sort | cultural diversity and education foundations curriculum and teaching |
| title_sub | foundations, curriculum, and teaching |
| 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://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028969727&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT banksjamesa culturaldiversityandeducationfoundationscurriculumandteaching |