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History of Multicultural Education: Teachers and Teacher Education [Mīkstie vāki]

Edited by (University of Wisconsin, Milwaukee, USA), Edited by (University of Wisconsin-Madison, USA)
  • Formāts: Paperback / softback, 408 pages, height x width: 229x152 mm, weight: 750 g
  • Izdošanas datums: 05-Oct-2011
  • Izdevniecība: Routledge
  • ISBN-10: 0415504880
  • ISBN-13: 9780415504881
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History of Multicultural Education: Teachers and Teacher EducationPalielināt
  • Formāts: Paperback / softback, 408 pages, height x width: 229x152 mm, weight: 750 g
  • Izdošanas datums: 05-Oct-2011
  • Izdevniecība: Routledge
  • ISBN-10: 0415504880
  • ISBN-13: 9780415504881
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780415504881.html

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society.

The volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

Recenzijas

"...a valuable handbook that provides an overview of the history of multicultural teacher education in the US through a selection of salient and significant research and scholarship; a must-read for all students of multicultural education."--Teachers College Record, December 2009

Preface to the six-volume set ix
General introduction to the volumes xi
Acknowledgements xvii
Statement concerning article availability and the conflict with reprint cost xix
List of journals represented in the six-volume set
xxi
Introduction to Volume VI 1(8)
PART 1 Teacher Dispositions
9(74)
1 Teacher expectations and race and socioeconomic status (1978)
11(8)
Wendy Leebov Gollub
Earline Sloan
2 Measurement of multicultural attitudes of teacher trainees (1982)
19(10)
Mary B. Giles
Thomas M. Sherman
3 Implementing multicultural education: Elementary teachers' attitudes and professional practices (1982)
29(11)
Valora Washington
4 Cultural Pluralism: Implications for teacher education (1979)
40(9)
Robert Rueda
Alfonso G. Prieto
5 Prospective teachers' perspectives on teaching diverse children: A review with implications for teacher education and practice (1993)
49(14)
Mary Louise Gomez
6 Cross cultural competency and multicultural teacher education (2000)
63(20)
Gretchen McAllister
Jacqueline Jordan Irvine
PART 2 Teacher Preparation
83(150)
7 Multicultural teacher preparation: An attitudinal survey (1981)
85(5)
James Mahan
Virginia Boyle
8 Education that is multicultural and the relationship between preservice campus learning and field experiences (1986)
90(12)
Carl A. Grant
Ruth A. Koskela
9 Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education (1995)
102(26)
Marilyn Cochran-Smith
10 Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness (2001)
128(15)
Christine E. Sleeter
11 Revealing the deep meaning of culture in school learning: Framing a new paradigm for teacher preparation (1995)
143(10)
Etta R. Hollins
12 Making the rhetoric real: UCLA's struggle for teacher education that is multicultural and social reconstructionist (1996)
153(13)
Jeannie Oakes
13 Multiculture and special education teacher education accreditation (1979)
166(5)
William R. Carriker
William H. Berdine
14 Special education and multicultural education: A compatible marriage (1984)
171(9)
Oris Elizabeth Amos
Mary Frances Landers
15 Equality is excellence: Transforming teacher education and the learning process (1986)
180(20)
Ira Shor
16 Teacher education and the politics of engagement: The case for democratic schooling (1986)
200(25)
Henry A. Giroux
Peter McLaren
17 The use of emancipatory pedagogy in teacher education (1986)
225(8)
Beverly M. Gordon
PART 3 The Model Teacher
233(42)
18 Teachers of culturally disadvantaged American youth (1963)
235(8)
Ronald J. Rousseve
19 Multicultural education: NCATE standard rationale (1978)
243(8)
Richard L. James
20 Multicultural preparation and teacher effectiveness in desegregated schools (1978)
251(11)
Geneva Gay
21 Teachers for multicultural schools: The power of selection (1998)
262(13)
Martin Haberman
Linda Post
PART 4 Professional Development
275(36)
22 Extending the possibilities of multicultural professional development in public schools (2001)
277(18)
Pepi Leistyna
23 Improving multicultural teacher in-service: A CIPP planning model (1981)
295(6)
John Gordon White
24 A training program in Asian-American culture for elementary school teachers (1983)
301(10)
Esther Lee Yao
PART 5 Reflections of Praxis
311(46)
25 Community involvement components in culturally-oriented teacher preparation (1982)
313(11)
James M. Mahan
26 Position and imposition: Power relations in a multicultural foundations class (1991)
324(11)
Roberta Ahlquist
27 Dysconscious racism: Ideology, identity, and the miseducation of teachers (1991)
335(12)
Joyce E. King
28 Teaching and learning through desire, crisis, and difference: Perverted reflections on anti-oppressive education (2000)
347(10)
Kevin K. Kumashiro
Appendix 1 Other suggested readings 357(2)
Appendix 2 Journal publishers and contact information 359(8)
Permission credits 367(4)
Author index 371(6)
Subject index 377
Carl A. Grant is Hoefs-Bascom Professor of Teacher Education in the Department of Curriculum and Instruction at the University Wisconsin-Madison, and Professor in the Department of Afro American Studies. He served as President of the National Association for Multicultural Education (1993-1999), editor of Review of Educational Research (1996-1999), and member of the National Research Councils Committee on Assessment and Teacher Quality (1999-2001), has been a Fulbright Scholar in England researching and studying multicultural education, and is currently the chair of AERA Publication Committee. In 1991 Dr. Grant received the Angela Davis Race, Gender & Class Award from the Race, Gender & Class Project and the Multicultural Education Award from National Association For Mutlicultural Education; in 1997 he received the University of Wisconsin School of Education Distinguished Achievement Award. He has written or edited twenty-five books or monographs in multicultural education and/or teacher education and more than 135 articles, chapters in books, and reviews. Professor Grant In addition, he has researched and studied student achievement and multicultural education in numerous schools in the United States.



Thandeka K. Chapman is Assistant Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Milwaukee. Her research focuses primarily on the implementation and documentation of multicultural education practices, the effects of school desegregation policy on urban students and teachers, and tracking student success factors in urban high schools. Dr. Chapman's other scholarly interests include ethical issues concerning the roles of the researcher in field research and the applications of critical race theory in education. Dr. Chapman was a recipient of the University of Wisconsin, Madison Graduate School Academic Opportunity Fellowship and the Carrie Barton Scholarship from the Department of Curriculum and Instruction. She is also a founder of the FRONT program (Fearless Recruitment Of New Teachers) at University of Wisconsin, Madison.