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General Multicultural Resources | |||
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A library-quality volume, this source is a definitive compilation of chapters on multicultural education, issues and research written by key scholars. Main sections include History, Goals, Status, and Issues; Research and Research Issues; Knowledge Construction; Ethnic Groups in Historical and Social Science Research; Immigration Policy and the Education of Immigrants; The Education of Ethnic Groups; Language Issues; and Academic Achievement: Approaches, Theories, and Research. Authors include leading scholars Sonia Nieto, Eugene Garcia, Shirley Brice Heath, Carl Grant, Hugh Mehan, Geneva Gay, Donna Gollnick, Christine Sleeter, Carlos Cortes, Linda Darling-Hammond, K. Tsianina Lomawaima, and others. Topics include the history of multicultural education, curriculum theory and multicultural education, ethnography, the media as multicultural educator, ethnic-specific research across the major "ethnic minority" groups on effective educational practices, and language and learning styles issues. The volume is expensive at $75, but well worth the investment.
A succinct article reviewing the historical debate over multicultural education and the progress we have made toward an inclusive, democratic curriculum. Banks proposes a conceptual framework of five dimensions of multicultural education for educators to use in reconstructing their curriculum. The five dimensions are (1) content integration: including content, data, and perspectives of varieties of ethnic groups; (2) knowledge construction: explicitly examining the perspective and cultural frames of reference from which knowledge and information are created and presented; (3) prejudice reduction: actively working for anti-bias attitudes and behaviors in the classroom and school community; (4) equity pedagogy: using a variety of instructional approaches for inclusion and success of all learners; and (5) empowerment: constructing a classroom and school environment that ensures equity for all students.
This textbook is one of the few sources that includes basic demographic, historical, and social background of the major "ethnic minority" cultures of the United States. An overview of the goals and concepts of multicultural education is followed by a chapter devoted to each of these ethnic groups: American Indians, Native Hawaiians, African Americans, European ethnic groups, Jewish Americans, Mexican Americans, Puerto Ricans, Cuban Americans, Asian Americans, and Arab Americans (recently added in this new edition). Concepts, strategies and materials for teaching are suggested. Five excellent appendices offer a chronology of key events in the history of ethnic groups in the United States, videotape recommendations, books about women of color, the Carter G. Woodson Award books, and twenty classic and landmark books in ethnic literature.
" 'You must be your brother's keeper or he'll drag you down in his
ruins.' W.E.B.
A University of Massachusetts professor, Nieto provides a well-written case study approach to multicultural education and its social and political implications. She looks at the large issues of racial, cultural, and language diversity both theoretically and through the writings of students themselves. Learning from students is a primary lesson in this book. The careful writing helps us look carefully at many complex, overlapping issues such as pride and conflict in culture, creating new cultures, the immigrant experience vs. the "minority" experience, and what it means to be an American. In chapter nine, Nieto offers an expansive definition of multicultural education: it is anti-racist, basic education; it is important for all students; it is a pervasive process aimed at social justice through critical pedagogy.
Beautifully presented, with a cover featuring fabrics and weavings from many cultures and a final photo section showing a rainbow of faces from around the globe, this small paperback book provides excellent guidelines for reviewing instructional materials. Used by the publishers themselves, the guidelines were compiled by 100 multicultural consultants and staff members to assure the integrity of materials in their depiction of diverse peoples. Readers are alerted to objectionable stereotypes in relation to race, gender, age, abilities, socioeconomic class, and historical distortions. Specific textbook guidelines from four school districts are described. Introductory essays are finely crafted by two multicultural experts, Harold Hodgkinson, Director of the Center for Demographic Policy, Institute for Educational Leadership in Washington, D.C.; and James Banks, Professor of Education and Director of the Center for Multicultural Education at the University of Washington and author of the MacMillan/McGraw-Hill social studies program.
Filled with more than 50 readings on themes of equity and social justice, this issue of Rethinking Schools will inspire readers and stimulate discussion. In these articles teachers across the nation describe teaching, transformative curricula, and innovative practices that promote social justice in K-12 classrooms. Poems scattered throughout the issue offer readers another media for exploring the sensitive issues of diversity and justice. A section on teaching resources includes reviews of curricula, books, videos, journals, and organizations that are useful in constructing classrooms for social justice.
Respected as specialists in the multicultural education field, Sleeter and Grant reviewed over 200 articles and 60 books on the topic as a foundation for this text. Each chapter is used to explore a different orientation to multicultural education: teaching the exceptional and the culturally different, the human relation model, single-group studies (such as ethnic studies), multicultural education (an inclusion of race, language, culture, gender, handicap, and social class), and social reconstructionist. Discussion in the last chapter summarizes the authors own convictions that the combined multicultural and reconstructionist approaches hold the most promise for an equitable society in which all people can work toward social change.
A collection of personal accounts and traditional research articles, this book is organized around two main themes. Part I contains entries that address human condition themes, such as ethnocentrism, prejudice, and conformity and resistance to cultural norms. Part II deals with cultural variation themes of socialization, value orientations, verbal and nonverbal communication, and cognitive styles and cultural thought patterns. Chapters are written by a diverse group of global authors. Classic entries include Shirley Brice Heath's "What No Bedtime Story Means" and Robert Kaplan's "Cultural Thought Patterns in Inter-Cultural Education." Journals Multicultural Education. Caddo Gap Press, Inc., 3145 Geary Blvd., Suite 275, San Francisco, CA 94118, (415) 750-9978. ISSN 1068-3844. This journal is published quarterly for the National Association for Multicultural Education (NAME). Members of NAME receive subscriptions as part of their membership; individual subscriptions are $40 per year. Each issue includes four or five articles by noted scholars in the field of multicultural education, suggestions for "promising practices," and reviews of multicultural resources. MultiCultural Review. Greenwood Publishing Group, Inc. 88 Post Rd. W., P.O. Box 5007, Westport, CT 06881-5007. ISSN 1058-9236. Published quarterly, this journal is dedicated to a "better understanding of ethnic, racial, and religious diversity." Most of the journal is devoted to reviews of resources for multicultural education and the feature articles often explore ways in which multicultural resources can be used to promote respect for diversity. Teaching Tolerance. Southern Poverty Law Center, 400 Washington
Ave., Montgomery, AL 36104, Fax (334) 264-3121. ISSN 1066-2847. A must for every teacher, this biannual publication is available free to any teacher. Simply send your name and school address to the Southern Poverty Law Center and ask to be included as a subscriber. Each issue is filled with classroom ideas and thought provoking articles on K-12 multicultural education. Resource citations at the end of each article provide complete ordering information for materials that are often hard to locate. In the "Story Corner" readers find a one page multicultural story and the end page always includes a significant quote from a famous author accompanied by a reproduction of a child's drawing. |
Books
and Articles
Banks, James A. Teaching Strategies
for Ethnic Studies (6th ed.). 1997. Allyn and Bacon. ISBN 0-205-18940-7.
Rethinking Our Classrooms: Teaching
for Equity and Justice. Special issue of Rethinking Schools.
July, 1994. Rethinking Schools Limited, 1001 E. Keefe Ave., Milwaukee, WI
53212, (414) 964-9646. ISBN 0-942961-18-8.
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