Chapter 1. Historical and Philosophical Perspectives on Multicultural Education 46443 1. Joel Spring, from The Great Civil Rights Movement and The New Culture Wars, Deculturalization and the Struggle for Equality (McGraw-Hill, 2004) African and Mexican Americans were primarily concerned with ending racial segregation in the schools. Native and Mexican Americans, and Puerto Ricans wanted to reverse previous efforts by federal and state governments to destroy their languages and cultures. 23701 2. Maxine Greene, from The Passions of Pluralism, Educational Researcher (1993) I want to find a way of speaking of community, and expanding community, taking shape when diverse people, speaking as who and not what they are, come together in speech and action. 46444 3. Kathy Hytten, from The Promise of Cultural Studies of Education, Educational Theory (Fall 1999) [Cultural studies is] underscored by a vision of the possibility of developing a truly democratic social life in which the voices and contributions of all citizens are taken into account, and in which all forms of oppression and exploitation are diminished. Chapter 2. Sociological and Anthropological Perspectives on Multicultural Education 23702 4. Samuel Bowles, from Unequal Education and the Reproduction of the Social Division of Labor, Schooling in a Corporate Society: The Political Economy of Education in America, 2nd ed. (David McKay, 1972) Thus, unequal education has its roots in the very class structure which it serves to legitimize and reproduce. Inequalities in education are part of the web of capital society. 23703 5. John U. Ogbu, from Adaption to Minority Status and Impact on School Success, Theory Into Practice (1992) Voluntary and involuntary minorities differ not only in initial terms of incorporation into American society but also in the cultural models of what it means to be a minority. Chapter 3. Ethnographic Perspectives on Multicultural Education 23704 6. Jonathan Kozol, from Savage Inequalities: Children in America's Schools (Crown Publishers, 1991) What startled me most-although it puzzles me that I was not prepared for this - was the remarkable degree of racial segregation that persisted almost everywhere. 25364 7. Penelope Eckert, from Jocks and Burnouts: Social Categories and Identity in the High School (Teachers College Press, 1989) The Jock and Burnout categories are more than a simple reflection of parents' socioeconomic identity; they are pivotal in the transition from childhood to adult status, and both upward and downward mobility are achieved through the mediation of these categories. 46442 8. Guadalupe Valdes, from The Town, the School, and the Students, Learning and Not Learning English (Teachers College Press, 2001) Beginning in late 1980s, Mission Vista schools experienced a rapid population change...The arrival of Mexican immigrants from a largely rural background was felt in many ways by the community...Permanent residents were not prepared for the changes when they happened. Chapter 4. Culture 23706 9. Edward T. Hall, from What is Culture? The Silent Language (Doubleday, 1959) [C]ulture has long stood for the way of life of a people, for the sum of their learned behavior patterns, attitudes, and material things. 23707 10. Henry T. Trueba, from The Dynamics of Cultural Transmission, Healing Multicultural America (The Falmer Press, 1993) This means that culture is not merely passed from one generation to another, with some changes and revisions. Culture is continuously reshaped and reinterpreted, precisely in the context of socializing others, especially the young, to the American way of life. Chapter 5. Racism and Predjudice 23710 11. Cornel West, from Race Matters (Beacon Press, 1993) Our truncated public discussions of race suppress the best of who and what we are as a people because they fail to confront the complexity of the issue in a candid and critical manner. 23711 12. Peggy McIntosh, from White Privilege: Unpacking the Invisible Knapsack I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was meant to remain oblivious. 15043 13. Christine Sleeter, from White Racism, Multicultural Education (Spring 1994) By White racism (or White supremacy), I am referring to the system of rules, procedures, and tacit beliefs that result in Whites collectively maintaining control over the wealth and power of the nation and the world. 46448 14. Jana Noel, from Stereotyping, Prejudice, and Racism, Developing Multicultural Educators (Waveland Press, 2005) The five theories presented here explain possible reasons for the development of prejudice: racial and cultural difference, economic competition, traumatic experience, frustration-aggression, and social control...prejudice formation is not a simple matter. Chapter 6. Identity Development 24639 15. Jean S. Phinney, from Ethnic Identity in Adolescents and Adults, Psychological Bulletin (Vol. 108, No. 3, 1990) The stage model suggests that as a result of this process, people come to a deeper understanding and appreciation of their ethnicity. 23713 16. Beverly Daniel Tatum, from Teaching White Students About Racism, Teachers College Record (1994) However, the process [of identity development] will unfold in different ways for whites and people of color because of the different social positions they occupy in this society. Part 7. The Conservative Tradition 20750 17. Arther M. Schlesinger, Jr., from The Disuniting of America: Reflections on a Multicultural Society (W.W. Norton & Company, 1992) The question America confronts as a pluralistic society is how to vindicate cherished cultures and traditions without breaking the bonds of cohesion--common ideals, common political institutions, common language, common cultures, common fate--that hold the republic together. 23714 18. E.D. Hirsch, from American Diversity and Public Discourse, Cultural Literacy: What Every American Needs to Know (Houghton Mifflin, 1987) After more than two hundred years of national life, the main elements of our vocabulary have transcended the sphere of contention and dispute. Chapter 8. Critical Pedagogy 46453 19. Paulo Freire, translated by Myra Bergman Ramos, from Pedagogy of the Oppressed (Continuum Publishing, 1993) [T]he banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. 23717 20. Henry A. Giroux, from Insurgent Multiculturalism and the Promise of Pedagogy, in David Theo Goldberg, Multiculturalism: A Critical Reader (Blackwell, 1994) [Multiculturalism] must also be used as an ethical and political referent which allows teachers and students to understand how power works in the interest of dominant social relations, and how such relations can be challenged and transformed. Chapter 9. Gender 46454 21. American Association of University Women, from Gender Gaps: Where Schools Still Fail Our Children (Marlowe & Company, 1999) After lagging for years, girls' high school course enrollment patterns are beginning to look more like boys'--an encouraging sign because course selections can open or close future opportunities to students. But progress is not uniform. 46844 22. David Sadker, from An Educator's Primer on the Gender War, Phi Delta Kappan (Vol. 84, No. 3, 2002) What would school look like if 'misguided feminists' were actually engaged in a 'war against boys'?... this brief overview of gender difference s does little more than confirm common-sense observations: neither boys nor girls 'rule in school'. Chapter 10. Race 46455 23. Gloria Ladson-Billings, from The Power of Pedagogy, in William H. Watkins, James H. Lewis, and Victoria Chou, Race and Education: The Roles of History and Society in Educating African American Students (Allyn & Bacon, 2001) [Research] identifies cultural solidarity, linking classroom content to students' experiences, a focus on the whole child, a use of familiar cultural patterns, and the incorporation of culturally compatible communication patterns as key elements of success in teaching African American urban students. 46456 24. Cornel Pewewardy, from Learning Styles of American Indian/Alaska Native Students, Journal of American Indian Education (Vol. 41, Issue 3, 2002) Traditional American Indian/Alaska Native learning focuses on process over product, legends, and stories as traditional teaching paradigms, knowledge obtained from self, and cognitive development through problem-solving techniques. 46457 25. Alicia Paredes Scribner, from High Performing Hispanic Schools, in Pedro Reyes, Jay D. Scribner, and Alicia Paredes Scribner, Lessons from High-Performing Schools (Teachers College Press, 1999) In the high-performing Hispanic schools, an ethic of caring and learning prevails, power is shared, problems are solved collaboratively, and linguistically diverse students are celebrated. 46458 26. Valerie Ooka Pang, from Educating the Whole World, Struggling to Be Heard (State University of New York Press, 1998) [T]eachers must attend to the whole child...teachers and parents tend to be satisfied when these students do well in math and science though they may have serious needs in other content and developmental areas. Chapter 11. Language 23274 27. Jim Cummins, from The Two Faces of Language Proficiency, Empowering Minority Students (California Association for Bilingual Education, 1989) Recent research suggests that very different time periods are required for minority students to achieve peer-appropriate levels in conversational skills in the second language as compared to academic skills. 46459 28. Eugene E. Garcia, from Education Comes in Diverse Shapes and Forms for U.S. Bilinguals, Teaching and Learning in Two Languages (Teachers College Press, 2005) School district staffs have been creative in developing a wide range of programs for language-minority students...The result has been a broad and at times perplexing variety of instructional arrangements. Chapter 12. Social Class 23276 29. Jean Anyon, from Social Class and School Knowledge, Curriculum Inquiry (Vol. 11, No. 1, 1981) [S]tudents in [working class] schools were not taught their own history-the history of the American working class and tis situation of conflict with powerful business and political groups, e.g., its long history of dissent and struggle for economic dignity. 23727 30. Joe L. Kincheloe AND Shirley R. Steinberg, from The Importance of Class in Multiculturism, Changing Multiculturalism (Open University Press, 1997) Teachers, students, cultural critics and political leaders must understand the subtle and hidden ways in which class bias filters into educational policy, schooling and the cultural curriculum. Chapter 13. Multicultural Classrooms 15050 31. Louise Derman-Sparks, from Empowering Children to Create a Caring Culture in a World of Differences, Childhood Education (Winter 1993/1994) [The] intent is to empower children to resist the negative impact of racism and other isms on their development and to grow into adults who will want and be able to work with others to eliminate all forms of oppression. 25363 32. James A. Banks, from Transforming the Mainstream Curriculum, Educational Leadership (May 1994) [T]he transformation approach changes the structure, assumptions, and perspectives of the curriculum so that subject matter is viewed from the perspectives and experiences of a range of groups. Chapter 14. Multicultural Schools 46460 33. Sonia Nieto, from Creating Learning Communities, The Light in Their Eyes (Teachers College Press, 1999) [W]e expect schools to be living laboratories for democracy, where all students know that they are worthy and capable of learning and where they develop a social awareness and responsibility to their various communities. 12562 34. NCSS Task Force on Ethnic Studies, from The Multicultural Education Program Evaluation Checklist, Social Education (September 1992) Does ethnic and cultural diversity permeate the total school environment? Chapter 15. Connecting with Multicultural Families and Communities 46461 35. Joyce L. Epstein, from School/Family/Community Partnerships, Phi Delta Kappan (May 1995) A framework of six major types of involvement...can guide the development of a balanced, comprehensive program of partnerships, including opportunities for family involvement at school and at home, with potentially important results for students, parents, and teachers. 46462 36. Luis C. Moll et al., from Funds of Knowledge for Teaching, Theory Into Practice (Spring 1992) It is specific funds of knowledge pertaining to the social, economic, and productive activities of people in a local region...that we seek to incorporate strategically into classrooms.
