Bøker i Multicultural Education Series-serien

Reviews where we have been and where we should be going in our pursuit of creating multicultural learning communities in our schools. This title focuses on the significant role of teachers in transforming students' lives. It also examines the importance of student and teacher voice in research and practice.

This book looks at how a group of educators, social activists, and scholars tried to reduce intergroup tensions and create schools where people of all groups could learn from and with each other.

Recognizing the responsibility institutions have to prepare teachers for today's diverse classrooms, this work shows readers how to incorporate transformative multicultural education into teacher education curriculum, pedagogy, and evaluation.

This is a comprehensive introduction to the main frameworks for thinking about, conducting research on, and teaching about race and racism in education. Renowned theoretician and philosopher Zeus Leonardo surveys the dominant race theories and, more specifically, focuses on those frameworks that are considered essential to cultivating a critical attitude toward race and racism.

Mass migration and globalization are creating new and deep challenges to education systems the world over. In this volume, some of the world's leading researchers in multicultural education and immigration discuss critical issues related to cultural sustainability, structural inclusion, and social cohesion.

Chronicles a 10-year journey to develop and sustain a university-school-community partnership designed to address public education's failure to meet the needs of students of colour, particularly Chicana/o students. The authors examine the barriers, mistakes, challenges, and successes that emerged in their community-based partnership.

Argues that multicultural education needs to move beyond racial categories defined by the social, political, and economic forces of white supremacy. Exploring contemporary and historical scholarship on race, the emergence of multiculturalism, and the rise of the digital age, this text provides a framework for understanding the diversity of individuals and groups.

Calling for a fresh way to teach history, this book helps teachers move beyond traditional textbooks to tackle difficult but important topics like conflicts with Native Americans, slavery, and racial oppression.

Presents a range of perspectives to offer practical steps and policy options for creating campus structures that are fair and inclusive to students of all races and social statuses. This book demonstrates the power and value of principled non-violent activism to provoke change and provides strategies to help manage conflict and racial tension.

How can teachers learn to teach rich, academically rigorous multicultural curricula under standardization constraints? This book contrasts key curricular assumptions with those of multicultural education, explaining the aspects they share as well as the conceptual and political differences between them.

Takes a deep look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across America.

Over a decade ago, the first edition of City Schools and the American Dream debuted just as reformers were gearing up to make sweeping changes in urban education. More than a new edition, this sequel has been substantially revised to include insights from new research, recent demographic trends, and emerging political realities.

Argues that an effective citizenship education helps students to acquire the knowledge, skills, and values needed to function effectively within their cultural communities, nation states, regions, and the global community.

Examines the accountability movement and the extent to which it supports equity and democracy. This work addresses how it was constructed, who it actually benefits, as well as how genuine progress can be made to close racial disparities in achievement.

Gloria Ladson-Billings, acclaimed African American scholar and teacher educator, examines the field of teacher education through the accomplishments and contributions of well-known African American teacher educators - Lisa Delpit, Carl Grant, Jacqueline Jordan Irvine, Geneva Gay, Cherry McGee Banks, William Tate, and Joyce King.

Examines how the multiple dimensions of race, class, culture, power and knowledge interact in mathematics classrooms to foster and create inequities. This book explores theoretical perspectives, describes successful classroom practices, and offers insights into how we might develop an effective sociocultural approach to equity in math education.

Analyzing both entertainment and news media, this volume grapples with such issues as the ways in which the media frame diversity-related themes, transmit values concerning diversity, contribute to stereotypes, and influence thinking about race, religion or sexual orientation.

In this text a group of student teachers share their candid questions, concerns, dilemmas and lessons learned about how to teach for social justice and social change. There are examples of how Linda Darling-Hammond and her students integrated diversity within a teacher education programme.

How can educators improve the literacy skills of students in a historically underachieving urban high school?This book provides an insider's view to both designing and implementing a culturally responsive approach to improve learning and teaching in a specific subject area.

Examines the chronic under-performance of African American males in US schools. Citing a plethora of disturbing academic outcomes for Black males, this book focuses on the historical, structural, educational, psychological, emotional, and cultural factors that influence the teaching and learning process for this student population.

In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards.