Multicultural Education: Issues and Perspectives

Höfundar: James A. Banks; Cherry A. McGee Banks (Útgáfa: 10)
Multicultural Education: Issues and Perspectives

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As diversity continues to increase in the United States, ethnic, cultural, social-class, and linguistic gaps are widening between teachers and their students. The rapidly changing educational landscape presents unique challenges and opportunities for addressing diversity both creatively and constructively in schools.  Multicultural Education helps current and future educators fully understand sophisticated concepts of culture; become more effective practitioners in diverse classrooms; and view race, class, gender, social class, and exceptionality as intersectional concepts.

Now in its tenth edition, this bestselling textbook assists educators to effectively respond to the ways race, social class, and gender interact to influence student behavior and learning. Contributions from leading authorities in multicultural education discuss the effects of class and religion on education; differences in educational opportunities for male, female, and LGBTQ students; and issues surrounding non-native English speakers, students of color, and students with disabilities.

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Útgefandi
Wiley Global Education US
ISBN
9781119511564
Print ISBN
9781119510215
Format
ePub
Útgáfa
10
Höfundar
James A. Banks; Cherry A. McGee Banks
Tungumál
English
Útgefið
2019-11-12
Prent takmörkun á líftíma
100
Prent takmörkun
10
Afritunar takmörkun
2
Flokkar
Heimspeki

Kaflar

  • Cover
  • Preface
  • References
  • part 1: Issues and Concepts
  • chapter 1: Multicultural Education: Characteristics and Goals
  • 1.1 The Nature of Multicultural Education
  • 1.2 The Historical Development of Multicultural Education
  • 1.3 The Nature of Culture in the United States
  • 1.4 The Social Construction of Categories
  • 1.5 The Dimensions of Multicultural Education
  • 1.6 The School as a Social System
  • SUMMARY
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • chapter 2: Culture, Teaching, and Learning
  • 2.1 Getting to Know Culture
  • 2.2 Culture and Educational Achievement
  • 2.3 Putting Culture to Work: Culture and Learning in the 21st Century
  • SUMMARY
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • part 2: Social Class and Religion
  • chapter 3: Social Class and Education
  • 3.1 Education and the Production of Social and Economic Inequalities
  • 3.2 Ability Grouping and Tracking
  • 3.3 Official Knowledge and Its Distribution
  • 3.4 Access and Outcomes in the Postsecondary Sector
  • 3.5 Research on Class Privilege
  • SUMMARY
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • chapter 4: Christian Nation or Pluralistic Culture: Religion in American Life
  • 4.1 Europeans Plant Christianity in North America
  • 4.2 Early Signs of Diversity
  • 4.3 Common Themes
  • 4.4 The Spread of Evangelical Protestantism
  • 4.5 Religious Freedom and the Separation of Church and State
  • 4.6 Diversity, Religious Freedom, and the Courts
  • 4.7 Pluralism Becomes the Norm
  • 4.8 New Faces of Pluralism
  • 4.9 Summary and Educational Implications
  • 4.10 Resources
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • part 3: Gender
  • chapter 5: Gender Bias: Past, Present, and Future
  • 5.1 The Hidden Civil Rights Struggle
  • 5.2 Report Card: The Cost of Sexism in Schools
  • 5.3 Gender Bias in the Classroom: The Curriculum
  • 5.4 Gender Bias in the Classrooms: Student–Teacher Interaction
  • 5.5 Trends and Challenges
  • 5.6 Strategies for Creating Gender-Fair Classrooms
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • Note
  • chapter 6: Classrooms for Diversity: Rethinking Curriculum and Pedagogy
  • 6.1 Feminist Phase Theory
  • 6.2 Male-Defined Curriculum
  • 6.3 Contribution Curriculum
  • 6.4 Bifocal Curriculum
  • 6.5 Women's Curriculum
  • 6.6 Gender-Balanced Curriculum
  • 6.7 Changes in Traditional Ways of Teaching
  • Sample Lessons
  • SUMMARY
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • chapter 7: Queer Lessons: Sexual and Gender Minorities in Multicultural Education
  • 7.1 Sexuality and Gender Identity
  • 7.2 LGBTQ Legal Progress, Backlash, and the School Curriculum
  • 7.3 Overlapping Histories of Multiculturalism and LGBTQ Movements
  • 7.4 Histories of Gay-Inclusive Multiculturalism and Other Curricular Inclusiveness
  • 7.5 Challenges to Homophobia and Heterosexism
  • 7.6 Challenging Assumptions about LGBTQ People
  • 7.7 Why Homophobia and Transphobia?
  • 7.8 Dilemmas of Queer Inclusion
  • 7.9 Seven Things to Do to Improve Education for Students of All Sexual Orientations and Genders
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • part 4: Race, Language Diversity, and Civic Education
  • chapter 8: Approaches to Multicultural Curriculum Reform
  • 8.1 The Mainstream-Centric Curriculum
  • 8.2 Public Sites and Popular History
  • 8.3 Efforts to Establish a Multicultural Curriculum
  • 8.4 Levels of Integration of Multicultural Content
  • 8.5 Guidelines for Teaching Multicultural Content
  • SUMMARY
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • chapter 9: Backstage Racism: Implications for Teaching
  • 9.1 Context
  • 9.2 Methodology
  • 9.3 Journals by White Students
  • 9.4 Journals by Students of Color
  • 9.5 Comparing the Journals Written by Whites and Students of Color
  • 9.6 Conclusion and Next Actionable Steps
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • chapter 10: Language Diversity and Schooling
  • 10.1 The History of Linguistic Diversity in the United States
  • 10.2 Current Linguistic Diversity in the United States
  • 10.3 Historical and Legal Overview of Language Policy in the United States
  • 10.4 Views on Language Learning and Teaching
  • 10.5 Programmatic Responses to Linguistic Diversity
  • 10.6 Instructional Methods and Approaches
  • 10.7 Additional Considerations
  • 10.8 Conclusion
  • QUESTIONS AND ACTIVITIES
  • RESOURCES
  • PROFESSIONAL ASSOCIATIONS
  • WEBSITES
  • REFERENCES
  • chapter 11: Civic Education for Non-Citizen and Citizen Students
  • 11.1  Multicultural Citizenship Education and Cosmopolitan Human Rights Education
  • 11.2 A Framework for Civic Education for Non-Citizens
  • 11.3 Human Rights, Cosmopolitanism, and the Education of Non-Citizen Students
  • 11.4 Education for Human Rights and Cosmopolitan Citizenship
  • 11.5 The Universal Declaration of Human Rights in Education: Challenges and Opportunities
  • 11.6 The Stages of Cultural Identity and Human Rights Cosmopolitan Education
  • 11.7 Multicultural Citizenship Education for Citizen Students
  • 11.8 Mainstream and Transformative Civic Education
  • SUMMARY
  • ACKNOWLEDGMENTS
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • Note
  • part 5: Exceptionality
  • chapter 12: Educational Equality for Students with Disabilities
  • 12.1 Identification of Students with Disabilities
  • 12.2 Is Disability a Social Construct?
  • 12.3 How Many Students with Disabilities Are There?
  • 12.4 How Are Students with Disabilities Classified?
  • 12.5 How Is Eligibility for Special Education Determined?
  • 12.6 Does Classification Affect Instruction?
  • 12.7 Brief History of Educational Equality for Students with Disabilities
  • 12.8 The Individuals with Disabilities Act: A Legislative Mandate for Educational Equality for Students with Disabilities
  • 12.9 Educational Equality for Students with Disabilities: Progress Made but Challenges Remain
  • SUMMARY
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • chapter 13: Culturally Responsive Special Education in Inclusive Schools
  • 13.1 Special Education as Exclusion and Segregation
  • 13.2 Strategies to Prevent Misdiagnosis and Disproportionality
  • 13.3 The Monoculture of Mainstream Education
  • 13.4 Parent Involvement and Working with Families
  • 13.5 Causes of Limited Parent Involvement
  • 13.6 Strategies for Schools to Increase Parent Involvement
  • 13.7 Culturally Competent Teachers and Inclusive Pedagogies
  • 13.8 Preintervention Culturally Responsive Teaching
  • 13.9 Culturally Responsive Interventions
  • 13.10 Culturally Situated Schooling and Inclusive Pedagogies
  • 13.11 Quality Inclusive Schools
  • 13.12 Delivery of Special Education in the Context of General Education
  • 13.13 Managing Inclusive Classrooms
  • 13.14 Diversity and Caring Communities: Outcomes for the Social Good
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • part 6: School Reform and Classroom Assessment
  • chapter 14: School Reform and Student Learning: A Multicultural Perspective
  • 14.1 Defining School Reform with a Multicultural Perspective
  • 14.2 Conditions for Systemic School Reform Based on a Multicultural Perspective
  • 14.3 School Reform Should Be Antiracist and Antibiased
  • 14.4 School Reform Should Reflect an Understanding and Acceptance of All Students as Having Talents and Strengths That Can Enhance Their Education
  • 14.5 School Reform Should Be Considered within the Parameters of Critical Pedagogy
  • 14.6 What Kind of World Do You Want to Live In? Practicing and studying the Declaration of Human Rights
  • 14.7 The People Most Intimately Connected with Teaching and Learning (Teachers, Families, and Students) Need to Be Meaningfully Involved in School Reform
  • 14.8 School Reform Needs to Be Based on High Expectations and Rigorous Standards for All Learners
  • 14.9 Conclusion
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • chapter 15: Communities, Families, and Educators Working Together for School Improvement
  • 15.1 Reasons Why Parent and Family Involvement in Schools Is Important
  • 15.2 Historical Overview
  • 15.3 The Changing Face of the Family
  • 15.4 Parents with Special Needs
  • 15.5 Single Parents
  • 15.6 Low-Income Parents
  • 15.7 Teacher Concerns with Parent and Family Involvement
  • 15.8 Steps to Increase Parent and Family Involvement
  • 15.9 Establish Two-Way Communication Between the School and the Home
  • 15.10 Enlist Support from Other Staff Members and Students
  • 15.11 Enlist Support from the Community
  • 15.12 Develop Learning Resources for Parents to Use at Home
  • 15.13 Broaden the Conception of Parent and Community Involvement
  • SUMMARY
  • QUESTIONS AND ACTIVITIES
  • WEBSITES
  • REFERENCES
  • chapter 16: Classroom Assessment and Diversity
  • 16.1 Bias and Sensitivity Issues in Assessment
  • 16.2 Lessons Learned from a Bias and Sensitivity Review Panel
  • 16.3 Investigating Potential Bias through Statistical Analyses
  • 16.4 The Impact of Language Complexity on ELL Students’ Performance
  • 16.5 Potential Bias in Computer-Based Testing
  • 16.6 The Effects of Engagement on Assessment Performance
  • 16.7 The Social Context of Assessment
  • 16.8 Teacher Assessment Practices
  • SUMMARY
  • QUESTIONS AND ACTIVITIES
  • REFERENCES
  • Note
  • Appendix: Multicultural Resources
  • ISSUES AND CONCEPTS
  • SOCIAL CLASS
  • RELIGION
  • GENDER
  • SEXUAL AND GENDER MINORITIES
  • RACE, LANGUAGE DIVERSITY, AND CIVIC EDUCATION
  • EXCEPTIONALITY
  • SPECIAL EDUCATION AND EQUITY
  • SCHOOL REFORM AND ASSESSMENT
  • Glossary
  • REFERENCES
  • Contributors
  • Index
  • End User License Agreement