Efnisyfirlit

• 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

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