Affirming Diversity: The Sociopolitical Context of Multicultural Education

Cover
Title Page
Copyright Page
About the Authors
Brief Contents
Contents
Foreword
Preface
Acknowledgments
I. Setting the Stage: Multicultural Education Within a Sociopolitical Context
	1. Understanding the Sociopolitical Context of Schooling
		Assumptions Underlying this Text
			Identity, Difference, Power, and Privilege Are All Connected
			Multicultural Education Is Inclusive of Many Differences: Lenses of Race, Ethnicity, and Language
			Teachers Are Not the Villains
			Quality Public Education Is a Cause Worth Fighting For
		Defining the Sociopolitical Context of Multicultural Education
		Task 1: Clarifying Three Goals and Four Key Terms of Multicultural Education
			Defining Key Terms in Multicultural Education
		Task 2: Dissolving Myths About Immigration and Difference
			What You Can Do: Your Story and the Stories of Others: Immigrant Nation
		Task 3: Naming the Underpinnings of Educational Structures
			School-Level Policies and Practices
		Task 4: Studying the Demographic Mosaic of U.S. Schools and Society
			What You Can Do: Explore Your Own Heritage and the Heritage of Others
		Task 5: Using Qualitative Research to Understand Students’ Sociopolitical Contexts
			Choosing Methodology: What Are Case Studies?
			Beyond Generalizations and Stereotypes
			Learning from the Case Studies and Snapshots
		Task 6: Examining Political Struggles— Multicultural Education, Backlash, and Legislation
			The Back-to-Basics Argument
			Eroding the Traditional Educational Canon
			Political Struggles of Legislation and Policy
		Conclusion
		To Think About
		Activities: For Personal, School, and Community Change
		Chapter 1: Notes
	2. Defining Multicultural Education for School Reform by Sonia Nieto
		Why School Reform?
		A Definition of Multicultural Education
			Multicultural Education Is Antiracist Education
			Multicultural Education Is Basic Education
			About Terminology: The Conundrum of Race
			Multicultural Education Is Important for All Students
			Multicultural Education Is Pervasive
			What You Can Do: “Multiculturalize” Your Lessons
			Multicultural Education Is Education for Social Justice
			Multicultural Education Is a Process
			Multicultural Education Is Critical Pedagogy
			What You Can Do: Learn About, and Practice, Critical Pedagogy
		Conclusion
		To Think About
		Activities: For Personal, School, and Community Change
		Chapter 2: Notes
II. Developing a Conceptual Framework for Multicultural Education
	3. Racism, Discrimination, and Expectations of Students’ Achievement
		Racism and Discrimination: Definitions and Dimensions
			Critical Race Theory and Other Frameworks
			Obstinacy of Conventional Norms
			Institutional Practices
			What You Can Do: Directly Confront Racism and Discrimination
			The History and Persistence of Racism in U.S. Schools
			Manifestations of Racism and Discrimination in Schools
		Racism, Discrimination, and Silence
			Multicultural Teaching Story: Immigration Rights and Family Stories
		Expectations of Students’ Achievement
			Snapshot: Aiden and Daniel O’Carroll
			About Terminology: White Privilege
			What You Can Do: Start Early
		Considerations About Research on Teacher Expectations
		High Expectations as Antiracist Teaching
			Snapshot: Kaval Sethi
			What You Can Do: Promoting Racial Literacy in Your Classroom and School
		Conclusion
		To Think About
		Activities for Personal, School, and Community Change
		Chapter 3: Notes
		Case Studies
			Delilah Rogers
			Linda Howard
		About Terminology: Whites, European Americans
			Rashaud Kates
	4. Structural and Organizational Issues in Classrooms and Schools
		Tracking
			What You Can Do: Detrack Extracurricular Activities
		Retention
		Standardized Testing
			What You Can Do: Be Proactive About Tests
		The Curriculum
			What You Can Do: Use the Curriculum Critically
		Pedagogy
			What You Can Do: Punch Up Your Pedagogy!
		School Climate
			School Climate: Social and Emotional Learning
			School Climate: Anti-Bullying Initiatives
			School Climate: Physical Violence and Safety
			School Climate: School Buildings, Physical Environment, School and Class Size
			What You Can Do: Enliven Your Environment
		Disciplinary Policies
			What You Can Do: Create Inclusive Disciplinary Practices
		The Limited Role of Students
		The Limited Role of Teachers
			Multicultural Teaching Story: Boston Teachers Union School: Teacher Leadership and Student Achievement
		Limited Family and Community Involvement
			What You Can Do: Vigorously Promote Family Outreach
		Conclusion
		To Think About
		Activities: For Personal, School, and Community Change
		Chapter 4: Notes
		Case Studies
			Avi Abramson
			Jasper and Viena Alejandro-Quinn
		About Terminology: American Indians, Native Americans, Indigenous People
	5. Culture, Identity, and Learning
		Countering Color-Blind Classrooms
		Defining Culture
		Hybridity: Another Way of Understanding Culture
			Beyond Race and Ethnicity
		Influence of Culture on Learning
		Learning Styles, Preferences, Intelligences, and Power
			Power Differences
			Multiple Intelligences and Multicultural Education
		Communication and Pedagogy
			What You Can Do: Teach Through the Transformational Inquiry Method
			What You Can Do: Research Families’ Funds of Knowledge
		Cultural Discontinuities and School Achievement
			Discontinuities in Language
			Discontinuities in Perspectives on School Achievement
			Confronting Myths to Address Discontinuities
			Historical Causes of Discontinuities
		Culturally Relevant, Responsive, and Sustaining Education
			Culturally Sustaining Pedagogy
		A Critical Appraisal of Culture-Specific Accommodations
		Conclusion
		To Think About
		Activities: For Personal, School, and Community Change
		Chapter 5: Notes
		Case Studies
			Yahaira León
		About Terminology: Latinos, Hispanics, and Others
			James Karam
			Hoang Vinh
			Rebecca Florentina
	6. Linguistic Diversity in U.S. Classrooms
		Definitions and Demographics
		Language Diversity in U.S. Schools: A Brief History
		Language Diversity, the Courts, and the Law
		Linguistic Diversity and Learning
		Understanding Language in a Sociopolitical Context
			Snapshot: Liane Chang
		Approaches to Teaching Emergent Bilingual Students
			About Terminology: Asians/Pacific Islanders
		Understanding Language Development and Second- Language Acquisition
		Developing an Additive Bilingual Perspective
			What You Can Do: Accept Students’ Identities
		Consciously Fostering Native-Language Literacy
		Program Models for Teaching Emergent Bilinguals
			Structured English Immersion (SEI)
			English as a Second Language
			Bilingual Education
		Problems and Challenges
			What You Can Do: Accept Students’ Language
		Conclusion
		To Think About
		Activities: For Personal, School, and Community Change
		Chapter 6: Notes
		Case Studies
			Manuel Gomes
			Alicia Montejo
	7. Understanding Student Learning and School Achievement
		Caring Relationships, Hope and Healing
			Caring as Hopeful Power to Transform Trauma
		Teacher Expectations and Asset-Based Pedagogy
			Asset-Based Perspectives in Policy and Systemic Change
		Out-of-School Factors
			Economic and Social Reproduction and Out-of-School Factors
			Communities Respond to Out-of-School Factors
			Out-of-School Factors (OSFs) and Policy Proposals
			What You Can Do: Build Collegial Relationships for Solidarity Rooted in Research
		Discipline Disparities and Restorative Justice
			Resistance, Discipline Disparities, and the School-to-Prison Pipeline
			Restorative Justice Practices in Schools
			What You Can Do: Engage in Collaborative Research to Promote Teaching as Intellectual Work
			Snapshot: Nini Rostland
		About Terminology: Mixed Race/Multiracial/ Multicultural/Multiethnic
		Student Identities Within School Structures
			Racial Opportunity Cost and a Re-Examination of “Acting White”
		Conclusion
		To Think About
		Activities: For Personal, School, and Community Change
		Chapter 7: Notes
		Case Studie
			Paul Chavez
			Latrell Elton III
III. Implications of Diversity for Teaching and Learning in a Multicultural Society
	8. Learning from Students
		Redefining Success and Achievement
		Pride and Conflict in Culture and Language
			Conflict and Ambivalence
			Self-Identification and Conflict
			Snapshot: Gamini Padmaperuma
			Creating New Cultures
			Identity and Learning
			What You Can Do: Become Knowledgeable About Arab and Arab American Students
		Beyond Academics
			Keeping on Track
			What You Can Do: Widen Horizons by Acknowledging What You Do Not Know
			Shields Against Peer Pressure
			Developing Critical Thinking and Leadership Skills
			Belonging
		Family, Community, and School Environments for Success
			The Crucial Role of Family
			Multicultural Teaching Story Dr. Renee Spanos Klein and Teacher Caring
			Teachers, Schools, and Caring
		Conclusion
		To Think About
		Activities: For Personal, School, and Community Change
		Chapter 8: Notes
		Case Studies
			Nadia Bara
			Savoun Nouch
			Christina Kamau
	9. Adapting Curriculum for Multicultural Classrooms by Patty Bode
		Curricular Adaptation 1: A Study of Cambodia and the Cambodian American Experience
			What We Don’t Know
			Preparation
			Goal Setting
			The Work of Learning
			What You Can Do: Teach for Interreligious Understanding in Your Multicultural Curriculum
		Curricular Adaptation 2: Expanding Definitions of Family
			Why the Topic of Family?
			Who Is Included?
			Avoiding Pitfalls
			First-Grade Curriculum Based on Big Ideas in Gina Simm’s and Susie Secco’s Classrooms
			Middle School Interdisciplinary Curriculum on the Theme of Family
			What You Can Do: Make Your School a “Welcoming School”
			What You Can Do: Use Technology to Expand Multicultural Curriculum
		Curricular Adaptation 3: LGBTQ Literature: Expanding Topics for Inclusive High School Content
			Imagining Possibilities
			Student Requests and Requirements
			Student Voices
			Evolution of Curriculum
			Multicultural Teaching Story: Bill Blatner: Teaching Math with Belief in Every Kid
			Snapshot: Eugene Crocket
		Conclusion
		To Think About
		Activities for Personal, School, and Community Change
		Chapter 9: Notes
	10. Affirming Diversity: Implications for Teachers, Schools, Families, and Communities
		Lessons from Students: Maintaining and Affirming Identity
			Supporting Native-Language Approaches
			Developing Comprehensive Multicultural Programs
			Snapshot: David Weiss
		Support Beyond Academics
		Creating Affirming Environments for Learning
			Mutual Accommodation
			Teachers’ Relationships with Students
			Working with Families to Promote Student Learning
		Expanding Definitions: What It Means to Be American
			Challenging “Heartbreaking Dilemmas”
			Toward Additive Multiculturalism
			A More Expansive Definition of American
			Eliminating shame and cultivating pride
		Levels of Multicultural Education
			Starting Out
			Becoming a Multicultural Person
			A Model of Multicultural Education
			Balancing Hope and Despair
		Final Thoughts
		To Think About
		Activities: For Personal, School, and Community Change
		Chapter 10: Notes
References
Index
Back Cover