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Multicultural education : issues and perspectives / 10th ed

Multicultural education : issues and perspectives / 10th ed (1회 대출)

자료유형
단행본
개인저자
Banks, James A., editor. Banks, Cherry A. McGee, editor.
서명 / 저자사항
Multicultural education : issues and perspectives / edited by James A. Banks, Cherry A. McGee Banks.
판사항
10th ed.
발행사항
Hoboken, NJ :   Wiley,   c2020.  
형태사항
xx, 356 p. : ill. ; 26 cm.
ISBN
9781119510215 (paperback) 9781119523918 (adobe pdf) 9781119511564 (epub)
요약
"Multicultural Education: Issues and Perspectives, 10e, is designed to help current and future educators acquire the concepts, paradigms, and explanations needed to become effective practitioners in culturally, racially, linguistically, and social-class diverse classrooms and schools. An important goal of this book is to help teachers attain a sophisticated understanding of the concept of culture and to view race, class, gender, social class, and exceptionality as interacting concepts rather than as separate and distinct. Consequently, intersectionality--or how race, class, gender, and exceptionality are fluid variables that interact in complex ways--is an overarching concept in this book. Racial, cultural, ethnic, linguistic, and religious diversity presents both opportunities and challenges to educators. Diversity continues to increase in the United States. There is a wide and growing ethnic, cultural, social-class, and linguistic gap between most of the nation's teachers and their students. Teachers are faced with both the challenges and opportunities of dealing with diversity creatively and constructively in their classrooms and schools"--
내용주기
Multicultural education : characteristics and goals / James A. Banks -- Culture, teaching, and learning / Christina Convertino, Bradley A. Levinson, and Norma González -- Social class and education / Lois Weis, Seong Won Han, and Hyunmyung Jo -- Christian nation or pluralistic culture : religion in American life / Charles H. Lippy -- Gender bias : past, present, and future / David Sadker, Karen Zittleman, and Melissa Koch -- Classrooms for diversity : rethinking curriculum and pedagogy / Mary Kay Thompson Tetreault -- Queer lessons : sexual and gender minorities in multicultural education / Cris Mayo -- Approaches to multicultural curriculum reform / James A. Banks -- Backstage racism : implications for teaching / Leslie H. Picca and Ruth Thompson-Miller -- Language diversity and schooling / Rachel Snyder and Manka M. Varghese -- Civic education for non-citizen and citizen students / James A. Banks -- Educational equality for students with disabilities / Sara C. Bicard and William L. Heward -- Culturally responsive special education in inclusive schools / Luanna H. Meyer, Hyun-Sook Park, and Saili Kulkarni -- School reform and student learning : a multicultural perspective / Sonia Nieto and Patty Bode -- Communities, families, and educators working together for school improvement / Cherry A. McGee Banks -- Classroom Aasessment and diversity / Catherine S. Taylor and Susan B. Nolen.
서지주기
Includes bibliographical references and index.
일반주제명
Multicultural education --United States. Minorities --Education --United States. Educational anthropology --United States. Educational equalization --United States.
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020 ▼a 9781119510215 (paperback)
020 ▼a 9781119523918 (adobe pdf)
020 ▼a 9781119511564 (epub)
035 ▼a (KERIS)REF000019020978
040 ▼a DLC ▼b eng ▼e rda ▼c DLC ▼d 211009
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082 0 0 ▼a 370.117 ▼2 23
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090 ▼a 370.117 ▼b M9612-10
130 0 ▼a Multicultural education (Banks)
245 1 0 ▼a Multicultural education : ▼b issues and perspectives / ▼c edited by James A. Banks, Cherry A. McGee Banks.
250 ▼a 10th ed.
260 ▼a Hoboken, NJ : ▼b Wiley, ▼c c2020.
264 1 ▼a Hoboken, NJ : ▼b Wiley & Sons, ▼c 2019.
300 ▼a xx, 356 p. : ▼b ill. ; ▼c 26 cm.
336 ▼a text ▼b txt ▼2 rdacontent
337 ▼a unmediated ▼b n ▼2 rdamedia
338 ▼a volume ▼b nc ▼2 rdacarrier
504 ▼a Includes bibliographical references and index.
505 0 ▼a Multicultural education : characteristics and goals / James A. Banks -- Culture, teaching, and learning / Christina Convertino, Bradley A. Levinson, and Norma González -- Social class and education / Lois Weis, Seong Won Han, and Hyunmyung Jo -- Christian nation or pluralistic culture : religion in American life / Charles H. Lippy -- Gender bias : past, present, and future / David Sadker, Karen Zittleman, and Melissa Koch -- Classrooms for diversity : rethinking curriculum and pedagogy / Mary Kay Thompson Tetreault -- Queer lessons : sexual and gender minorities in multicultural education / Cris Mayo -- Approaches to multicultural curriculum reform / James A. Banks -- Backstage racism : implications for teaching / Leslie H. Picca and Ruth Thompson-Miller -- Language diversity and schooling / Rachel Snyder and Manka M. Varghese -- Civic education for non-citizen and citizen students / James A. Banks -- Educational equality for students with disabilities / Sara C. Bicard and William L. Heward -- Culturally responsive special education in inclusive schools / Luanna H. Meyer, Hyun-Sook Park, and Saili Kulkarni -- School reform and student learning : a multicultural perspective / Sonia Nieto and Patty Bode -- Communities, families, and educators working together for school improvement / Cherry A. McGee Banks -- Classroom Aasessment and diversity / Catherine S. Taylor and Susan B. Nolen.
520 ▼a "Multicultural Education: Issues and Perspectives, 10e, is designed to help current and future educators acquire the concepts, paradigms, and explanations needed to become effective practitioners in culturally, racially, linguistically, and social-class diverse classrooms and schools. An important goal of this book is to help teachers attain a sophisticated understanding of the concept of culture and to view race, class, gender, social class, and exceptionality as interacting concepts rather than as separate and distinct. Consequently, intersectionality--or how race, class, gender, and exceptionality are fluid variables that interact in complex ways--is an overarching concept in this book. Racial, cultural, ethnic, linguistic, and religious diversity presents both opportunities and challenges to educators. Diversity continues to increase in the United States. There is a wide and growing ethnic, cultural, social-class, and linguistic gap between most of the nation's teachers and their students. Teachers are faced with both the challenges and opportunities of dealing with diversity creatively and constructively in their classrooms and schools"-- ▼c Provided by publisher.
650 0 ▼a Multicultural education ▼z United States.
650 0 ▼a Minorities ▼x Education ▼z United States.
650 0 ▼a Educational anthropology ▼z United States.
650 0 ▼a Educational equalization ▼z United States.
700 1 ▼a Banks, James A., ▼e editor.
700 1 ▼a Banks, Cherry A. McGee, ▼e editor.
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 370.117 M9612-10 등록번호 111851052 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

목차

Preface xvii


Part 1 Issues and Concepts 1


1 Multicultural Education: Characteristics and Goals 3
by James A. Banks


1.1 The Nature of Multicultural Education 3


1.2 The Historical Development of Multicultural Education 4


1.2.1 How Multicultural Education Developed 6


1.3 The Nature of Culture in the United States 6


1.3.1 The Meaning of Culture 6


1.3.2 Identification and Description of the U.S. Core Culture 7


1.3.3 Equality 7


1.3.4 Individualism and Individual Opportunity 8


1.3.5 Individualism and Groupism 8


1.3.6 Expansionism and Manifest Destiny 8


1.3.7 Microcultures in the United States 9


1.3.8 Groups and Group Identification 11


1.3.9 The Teaching Implications of Group Identification 12


1.3.10 The Interaction of Race, Class, and Gender 13


1.4 The Social Construction of Categories 14


1.4.1 Gender 14


1.4.2 Sexual Orientation 14


1.4.3 Race 14


1.4.4 Social Class 15


1.4.5 Exceptionality 15


1.5 The Dimensions of Multicultural Education 16


1.5.1 Content Integration 17


1.5.2 The Knowledge Construction Process 17


1.5.3 Prejudice Reduction 18


1.5.4 An Equity Pedagogy 18


1.5.5 An Empowering School Culture and Social Structure 19


1.6 The School as a Social System 20


Summary 21


Questions and Activities 21


References 22


2 Culture, Teaching, and Learning 25
by Christina Convertino, Bradley A. Levinson, and Norma Gonzalez


2.1 Getting to Know Culture 26


2.1.1 Some Early Origins of the Construct of Culture 27


2.1.2 Connecting Culture with Education 28


2.1.3 Culture Change and Changes to Culture 29


2.2 Culture and Educational Achievement 32


2.2.1 Cultural Deficit Models 32


2.2.2 Cultural Difference Model and Mismatch Hypothesis 33


2.2.3 Educational Achievement: Voluntary versus Involuntary Immigrant Students 34


2.3 Putting Culture to Work: Culture and Learning in the 21st Century 35


2.3.1 Rethinking Learning and Cultural Processes in Education 36


2.3.2 Learning in Context: What Teachers Need to Know 36


Summary 38


Questions and Activities 38


References 38


Part 2 Social Class and Religion 41


3 Social Class and Education 43
by Lois Weis, Seong Won Han, and Hyunmyung Jo


3.1 Education and the Production of Social and Economic Inequalities 45


3.2 Ability Grouping and Tracking 47


3.3 Official Knowledge and Its Distribution 48


3.4 Access and Outcomes in the Postsecondary Sector 49


3.5 Research on Class Privilege 52


Summary 54


Questions and Activities 54


References 54


4 Christian Nation or Pluralistic Culture: Religion in American Life 60
by Charles H. Lippy


4.1 Europeans Plant Christianity in North America 61


4.2 Early Signs of Diversity 61


4.3 Common Themes 62


4.4 The Spread of Evangelical Protestantism 63


4.5 Religious Freedom and the Separation of Church and State 64


4.6 Diversity, Religious Freedom, and the Courts 67


4.7 Pluralism Becomes the Norm 70


4.8 New Faces of Pluralism 72


4.9 Summary and Educational Implications 76


4.10 Resources 76


Questions and Activities 78


References 78


Part 3 Gender 81


5 Gender Bias: Past, Present, and Future 83
by David Sadker, Karen Zittleman, and Melissa Koch


5.1 The Hidden Civil Rights Struggle 84


5.2 Report Card: The Cost of Sexism in Schools 86


5.3 Gender Bias in the Classroom: The Curriculum 89


5.3.1 Invisibility: What You Don''t See Makes a Lasting Impression 90


5.3.2 Stereotyping: Glib Shortcuts 90


5.3.3 Imbalance and Selectivity: A Tale Half-Told 90


5.3.4 Unreality: Rose-Colored Glasses 90


5.3.5 Fragmentation: An Interesting Sideshow 91


5.3.6 Linguistic Bias: Words Matter 91


5.3.7 Cosmetic Bias: Pretty Wrapping 91


5.4 Gender Bias in the Classrooms: Student-Teacher Interaction 91


5.5 Trends and Challenges 93


5.5.1 The Boy Crisis 93


5.5.2 The Rebirth of Single-Sex Education 95


5.5.3 Supporting Lesbian, Gay, Bisexual, Transgender, Queer/Questioning (LGBTQ) Students 97


5.6 Strategies for Creating Gender-Fair Classrooms 98


Questions and Activities 99


References 99


6 Classrooms for Diversity: Rethinking Curriculum and Pedagogy 101
by Mary Kay Thompson Tetreault


6.1 Feminist Phase Theory 102


6.2 Male-Defined Curriculum 102


6.3 Contribution Curriculum 104


6.4 Bifocal Curriculum 104


6.5 Women''s Curriculum 106


6.6 Gender-Balanced Curriculum 109


6.7 Changes in Traditional Ways of Teaching 110


Sample Lessons 113


Language Arts 113


Mathematics and Science 113


Social Studies 115


Summary 116


Questions and Activities 116


References 116


7 Queer Lessons: Sexual and Gender Minorities in Multicultural Education 118
by Cris Mayo


7.1 Sexuality and Gender Identity 119


7.2 LGBTQ Legal Progress, Backlash, and the School Curriculum 120


7.3 Overlapping Histories of Multiculturalism and LGBTQ Movements 122


7.4 Histories of Gay-Inclusive Multiculturalism and Other Curricular Inclusiveness 124


7.5 Challenges to Homophobia and Heterosexism 124


7.6 Challenging Assumptions about LGBTQ People 125


7.7 Why Homophobia and Transphobia? 128


7.8 Dilemmas of Queer Inclusion 129


7.9 Seven Things to Do to Improve Education for Students of All Sexual Orientations and Genders 131


Questions and Activities 132


References 132


Part 4 Race, Language Diversity, and Civic Education 135


8 Approaches to Multicultural Curriculum Reform 137
by James A. Banks


8.1 The Mainstream-Centric Curriculum 137


8.2 Public Sites and Popular History 139


8.3 Efforts to Establish a Multicultural Curriculum 141


8.4 Levels of Integration of Multicultural Content 142


8.4.1 The Contributions Approach 142


8.4.2 The Additive Approach 144


8.4.3 The Transformation Approach 146


8.4.4 The Social Action Approach 148


8.4.5 Mixing and Blending Approaches 150


8.5 Guidelines for Teaching Multicultural Content 153


Summary 154


Questions and Activities 155


References 155


9 Backstage Racism: Implications for Teaching 158
by Leslie H. Picca and Ruth Thompson-Miller


9.1 Context 159


9.2 Methodology 159


9.3 Journals by White Students 160


9.3.1 The Frontstage 161


9.3.2 The Backstage 162


9.4 Journals by Students of Color 164


9.5 Comparing the Journals Written by Whites and Students of Color 168


9.6 Conclusion and Next Actionable Steps 169


Journal Exercise 170


How Do I Do This? 170


Questions and Activities 172


References 172


10 Language Diversity and Schooling 174
by Rachel Snyder and Manka Varghese


10.1 The History of Linguistic Diversity in the United States 175


10.2 Current Linguistic Diversity in the United States 177


10.3 Historical and Legal Overview of Language Policy in the United States 179


10.3.1 Implementation of Federal Policy 179


10.3.2 Language Policy in Recent History 181


10.4 Views on Language Learning and Teaching 183


10.4.1 Language 183


10.4.2 Theories of Second-Language Learning 184


10.5 Programmatic Responses to Linguistic Diversity 185


10.5.1 Instructional Programs 185


10.5.2 The Bilingual Debate and the Research Context 186


10.5.3 Program Types that Contribute to Successful Educational Practice 187


10.6 Instructional Methods and Approaches 188


10.6.1 English as a Second Language Instructional Strategies 188


10.6.2 Instructional Methods for Bilingual Education 189


10.7 Additional Considerations 190


10.7.1 The Lived Reality of Today''s Linguistically Diverse Students 190


10.8 Conclusion 191


Questions and Activities 192


Resources 192


Professional Associations 193


Websites 193


References 193


11 Civic Education for Non-Citizen and Citizen Students 198
by James A. Banks


11.1 Multicultural Citizenship Education and Cosmopolitan Human Rights Education 199


11.2 A Framework for Civic Education for Non-Citizens 200


11.3 Human Rights, Cosmopolitanism, and the Education of Non-Citizen Students 201


11.4 Education for Human Rights and Cosmopolitan Citizenship 202


11.5 The Universal Declaration of Human Rights in Education: Challenges and Opportunities 203


11.6 The Stages of Cultural Identity and Human Rights Cosmopolitan Education 205


11.7 Multicultural Citizenship Education for Citizen Students 208


11.8 Mainstream and Transformative Civic Education 210


Summary 211


Acknowledgments 212


Questions and Activities 212


References 212


Part 5 Exceptionality 215


12 Educational Equality for Students with Disabilities 217
by Sara C. Bicard and William L. Heward


12.1 Identification of Students with Disabilities 218


12.2 Is Disability a Social Construct? 220


12.3 How Many Students with Disabilities are There? 220


12.4 How are Students with Disabilities Classified? 221


12.5 How is Eligibility for Special Education Determined? 222


12.6 Does Classification Affect Instruction? 222


12.7 Brief History of Educational Equality for Students with Disabilities 222


12.8 The Individuals with Disabilities Act: A Legislative Mandate for Educational Equality for Students with Disabilities 224


12.8.1 Major Principles of the Individuals with Disabilities Education Act 224


12.8.2 Section 504 of the Rehabilitation Act of 1973 229


12.8.3 The Americans with Disabilities Act 229


12.8.4 The Elementary and Secondary Education Act 230


12.9 Educational Equality for Students with Disabilities: Progress Made but Challenges Remain 230


12.9.1 Effective Instruction 231


12.9.2 General and Special Education Partnership 232


12.9.3 Early Intervention 233


12.9.4 Transition from School to Adult Life 233


12.9.5 Special Education in a Diverse Society 234


Summary 235


Questions and Activities 236


References 236


13 Culturally Responsive Special Education in Inclusive Schools 240
by Luanna H. Meyer, Hyun-Sook Park, and Saili Kulkarni


13.1 Special Education as Exclusion and Segregation 241


13.2 Strategies to Prevent Misdiagnosis and Disproportionality 243


13.3 The Monoculture of Mainstream Education 244


13.4 Parent Involvement and Working with Families 246


13.5 Causes of Limited Parent Involvement 247


13.6 Strategies for Schools to Increase Parent Involvement 249


13.6.1 Preparation of Professionals for Partnerships with Parents 250


13.6.2 Preparation of Parents for Partnerships with Educators 251


13.7 Culturally Competent Teachers and Inclusive Pedagogies 251


13.8 Preintervention Culturally Responsive Teaching 252


13.9 Culturally Responsive Interventions 254


13.10 Culturally Situated Schooling and Inclusive Pedagogies 255


13.11 Quality Inclusive Schools 255


13.12 Delivery of Special Education in the Context of General Education 256


13.13 Managing Inclusive Classrooms 257


13.14 Diversity and Caring Communities: Outcomes for the Social Good 258


Questions and Activities 259


References 260


Part 6 School Reform and Classroom Assessment 265


14 School Reform and Student Learning: A Multicultural Perspective 267
by Sonia Nieto and Patty Bode


14.1 Defining School Reform with a Multicultural Perspective 268


14.2 Conditions for Systemic School Reform Based on a Multicultural Perspective 269


14.3 School Reform Should Be Antiracist and Antibiased 270


14.4 School Reform Should Reflect an Understanding and Acceptance of All Students as Having Talents and Strengths That Can Enhance Their Education 273


14.5 School Reform Should Be Considered within the Parameters of Critical Pedagogy 275


14.6 What Kind of World Do You Want to Live In? Practicing and studying the Declaration of Human Rights 276


14.7 The People Most Intimately Connected with Teaching and Learning (Teachers, Families, and Students) Need to Be Meaningfully Involved in School Reform 278


14.8 School Reform Needs to Be Based on High Expectations and Rigorous Standards for All Learners 278


14.9 Conclusion 279


Questions and Activities 280


References 280


15 Communities, Families, and Educators Working Together for School Improvement 284
by Cherry A. McGee Banks


15.1 Reasons Why Parent and Family Involvement in Schools is Important 287


15.2 Historical Overview 289


15.3 The Changing Face of the Family 290


15.4 Parents with Special Needs 293


15.5 Single Parents 294


15.6 Low-Income Parents 294


15.7 Teacher Concerns with Parent and Family Involvement 295


15.8 Steps to Increase Parent and Family Involvement 296


15.9 Establish Two-Way Communication Between the School and the Home 297


15.10 Enlist Support from Other Staff Members and Students 298


15.11 Enlist Support from the Community 299


15.12 Develop Learning Resources for Parents to Use at Home 300


15.13 Broaden the Conception of Parent and Community Involvement 301


15.13.1 Parents Working with Their Own Children 301


15.13.2 Professional Support Person for Instruction 302


15.13.3 General Volunteers 302


15.13.4 Decision-Makers 302


Summary 303


Questions and Activities 303


Websites 303


References 304


16 Classroom Assessment and Diversity 306
by Catherine S. Taylor and Susan B. Nolen


16.1 Bias and Sensitivity Issues in Assessment 308


16.2 Lessons Learned from a Bias and Sensitivity Review Panel 310


16.2.1 "Othering" 310


16.2.2 Consistency with Culture 310


16.2.3 Respect for Indigenous Peoples 311


16.2.4 Developing Interpretations 311


16.2.5 Culturally Inappropriate Content 311


16.3 Investigating Potential Bias through Statistical Analyses 312


16.3.1 The Case of Bias Due to Multiple-Choice Format 313


16.4 The Impact of Language Complexity on ELL Students'' Performance 314


16.5 Potential Bias in Computer-Based Testing 315


16.6 The Effects of Engagement on Assessment Performance 317


16.7 The Social Context of Assessment 321


16.8 Teacher Assessment Practices 322


Summary 323


Questions and Activities 323


References 324


Appendix: Multicultural Resources 329


Glossary 333


Contributors 339


Index 343

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