Affirming Diversity: The Sociopolitical Context of Multicultural Education (What's New in Foundations / Intro to Teaching)

This best-selling text explores the meaning, necessity, and benefits of multicultural education–in a sociopolitical context–for students of all backgrounds. Sonia Nieto and Patty Bode look at how personal, social, political, cultural, and educational factors affect the success or failure of students in today's classroom. Expanding upon the popular case-study approach, Affirming Diversity: The Sociopolitical Context of Multicultural Education examines the lives of real students who are affected by multicultural education, or the lack of it. This social justice view of multicultural education encourages teachers to work for social change in their classrooms, schools, and communities. 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 Use a sociopolitical context to explore the meaning, necessity, and benefits of multicultural education Effective multicultural education must consider not just schooling, but also the larger social, economic, and political factors that affect students'success or failure in the classroom. Affirming Diversity: The Sociopolitical Context of Multicultural Education helps readers understand these pervasive influences by presenting extensive research and data on the sociopolitical nature of schools and society, information about different sociocultural groups, and a conceptual framework for examining multicultural education. Real-life cases and teaching stories dominate in this book that offers a first-hand look into the lives of students and educators from a variety of backgrounds. Additionally, tips for classroom activities and community actions offer aspiring teachers concrete suggestions to provide high-quality, inclusive education in spite of obstacles they may face. Throughout the 7th Edition, Nieto and Bode consider current policy, practice, and legislation issues while they outline a model of multicultural education that affirms diversity, encourages critical thinking, and leads to social justice and action. Nieto (language, literacy, and culture, School of Education, U. of Massachusetts) explores the meaning, necessity, and benefits of multicultural education for students from all backgrounds in the U.S. The fourth edition includes case studies on sexual identity and being Islamic in the U.S.; mini-case studies addressing adoption, Sikhism, biculturalism, and Asian-American students; and updates on four students introduced in case studies in the original edition. For preservice and in-service teachers and educators. -- ‡c From publisher's description "Nieto (language, literacy, and culture, School of Education, U. of Massachusetts) explores the meaning, necessity, and benefits of multicultural education for students from all backgrounds in the U.S. The fourth edition includes case studies on sexual identity and being Islamic in the U.S.; mini-case studies addressing adoption, Sikhism, biculturalism, and Asian-American students; and updates on four students introduced in case studies in the original edition. For preservice and in-service teachers and educators."--Résumé de l'éditeur