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09658cam a2200697 a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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DLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20230612204902.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
990322s2000 nyu b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
99024481 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0801331048 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
080133103X (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)41070784 |
| 040 ## - CATALOGING SOURCE |
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DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Modifying agency |
DLC |
| -- |
OOU |
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OrPss |
| -- |
JCRC |
| 043 ## - GEOGRAPHIC AREA CODE |
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| Geographic area code |
n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LC1099.3 |
| Item number |
.N54 2000 |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LC1099.3 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
370.117 |
| Edition number |
21 |
| 098 ## - OTHER CLASSIFICATION SCHEMES (OCLC) |
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| Call number based on other classification scheme |
370.117 .N54 2000 |
| 099 ## - LOCAL FREE-TEXT CALL NUMBER (OCLC) |
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| Classification number |
LC 1099.3 .N54 2000 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Nieto, Sonia |
| 245 10 - TITLE STATEMENT |
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| Title |
Affirming Diversity : |
| Remainder of title |
the Sociopolitical Context of Multicultural Education / |
| Statement of responsibility, etc. |
Sonia Nieto. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Longman, |
| Date of publication, distribution, etc. |
2000. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xx, 412 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references (p. 386-404) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Join Sonia Nieto in exploring the changing world of multicultural education. Examining the meaning, necessity, and benefits of multicultural education for students of all backgrounds, Nieto provides a conceptual framework and numerous suggestions for implementing multicultural education in today's classrooms. The third edition of Affirming Diversity continues to explore how personal, social, political, and educational factors relate to the success or failure of students." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
List of Case Studies |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Foreword by Jim Cummins |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Preface to the Third Edition |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Introduction<br/> |
| Title |
Diversity: The Views of Schools and Teachers -- What Good Can Multicultural Education Do? -- Some Assumptions -- About This Book -- The Complex Nature of Schooling<br/> <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART ONE SETTING THE STAGE: APPROACHES AND DEFINITIONS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 1: Why the Case Study Approach?<br/> |
| Title |
Defining the Case Study Approach -- Challenging Stereotypes Case Studies: A Mosaic of Students in U.S. Schools -- Selection of Students -- Researching and Developing the Case Studies -- Academic Success and Failure -- Placement and Brief Description of the Case Studies -- Learning From the Case Studies -- Guidelines for Developing Case Studies -- Notes<br/><br/><br/><br/> <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 2: About Terminology |
| Title |
Making Changes About What Terms To Use -- Lumping Groups Together-- Conclusion -- Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART TWO MULTICULTURAL EDUCATION IN A SOCIOPOLITICAL CONTEXT: DEVELOPING A CONCEPTUAL FRAMEWORK |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 3: Racism, Discrimination, and Expectations of Students' Achievements |
| Title |
Definitions of Racism and Discrimination -- The History and Persistence of Racism in U.S Schools -- Manifestations of Racism and Discriminations in Schools -- Racism, Discrimination and Silence -- Expectations of Students' Achievements -- The Complex Connections between Diversity and Discrimination -- Conclusion - To Think About |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CASE STUDIES |
| Title |
Linda Howard: Unless you're mixed, you don't know what it's like to be mixed -- Rich Miller: Self-Respect is one gift that you give yourself -- Vanessa Mattison: A good education is like growing, expanding your mind and your views -- Notes to Chapter 3 -- Notes to Linda Howard's Case Study -- Notes to Rich Miller's Case Stuidy -- Notes to Vanessa Mattison's Case Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 4: Structural and Organizational Issues in Schools |
| Title |
Tracking -- Standardized Testing -- The Curriculum -- Pedagogy -- Physical Structure -- Disciplinary Policies -- Limited Role of Students -- Limited Role of Teachers -- Limited Family and Community Involvement -- Summary -- To Think About |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CASE STUDIES |
| Title |
Avi Abramson: Some teachers teach from the point of view of the kid. They don't just come outr and say "All right, do this, blah, blah, blah." They're not so one-tone voice. -- Fern Sherman: If there's something in the history book that's wrong, I should tell them that it is wrong. -- Notes to Chapter 4 -- Notes to Avi Abramson's Case Study -- Notes to Fern Sherman's Case Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 5: Culture, Identity, and Learning |
| Title |
Learning Styles and Preferences -- Communication Styles -- Cultural Discontinuities and School Achievement -- Culture-Specific Educational Accomodations -- A Critical Appraisal of Culture-Specific Accomodations -- Summary -- To Think About |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CASE STUDIES |
| Title |
Marisol Martinez: I'm proud of myself and my culture, but I think I know what I should know -- James Karam: I'd like to be considered Lebanese -- Hoang Vinh: They just understand some things outside, but they cannot understand some things inside our hearts --Notes to Chapter 5 -- Notes to Marisol Martinez's Case Study -- Notes to James Karam's Case Study -- Notes to Hoang Vinh's Case Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 6: Linguistic Diversity in Multicultural Classrooms |
| Title |
Linguistic Diversity in U.S Schools: A Brief Overview and History -- Linguistic Diversity and Learning -- Approaches to Teaching Language Minority Students -- Understanding Language Development, Second Language Acquisition, and the Sociopolitical Context of Education -- Developing an Additive Bilingual Perspective -- Consciously Fostering Native Language Literacy -- Language Diversity and the Case for Bilingual Education -- Why the Controversy over Bilingual Education? -- Conclusion: Best Practices For Language Minority Students -- Summary -- Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CASE STUDIES |
| Title |
Manuel Gomes: It's kind of scary at first, especially if you don't know the language -- Yolanda Piedra: Once you get the hang of it, you'll start getting practice with the people and teachers, no matter if you talk English or Spanish -- Notes to Chapter 6 -- Notes to Manuel Gomes's Case Study -- Notes to Yolanda Piedra's Case Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 7: Toward an Understanding of School Achievement |
| Title |
Deficit Theories Revised -- Economic and Social Reproduction Revisited -- Cultural Incompatibilities Revisited -- The Immigrant Experience versus the "Minority" Experience -- New Perspectives about the Immigrant and "Minority" Experiences -- Resistance Theory -- A More Comprehensive View -- Summary -- To Think About |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CASE STUDIES |
| Title |
Paul Chavez: I don't want to speak too soon, but I'm pretty much on a good road here -- Ron Morris: I just felt like the realest person on earth -- Notes to Chapter 7 -- Notes to Paul Chavez's Case Study -- Notes To Ron Morris's Case Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART THREE IMPLICATIONS OF DIVERSITY FOR TEACHING AND LEARNING IN A MULTICULTURAL SOCIETY |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 8: Learning from Students |
| Title |
The Meaning of Success -- Pride and Conflict in Culture -- Conflict and Ambivalence -- Self-Identification and Conflict -- Creating New Cultures -- Identity and Learning -- Beyond Academics -- Keeping On Track -- Shields Against Peer Pressure -- Developing Critical Thinking and Leadership Skills -- Belonging -- Family, Community and School Environments for Success -- The Crucial Role of Family -- Teachers, Schools, and Caring -- Summary -- To Think About -- Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 9: Multicultural Education and School Reform |
| Title |
A Definition of Multicultural Education -- Multicultural Education Is Antiracist Education -- Multicultural Education Is Basic Education -- Multicultural Education Is Important for All Students -- Multicultural Education Is Pervasive -- Multicultural Education Is Education for Social Justice -- Multicultural Education Is a Process -- Multicultural Education Is Critical Pedagogy -- Summary - To Think about -- Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 10: Affirming Diversity: Implications for Teachers, Schools, and Families |
| Title |
Lessons from Students -- Maintaining and Affirming Pride in Culture -- Supporting Native Language Approaches -- Develop Comprehensive Multicultural Programs -- Support Beyond Academics -- Inclusive and Meaningful Activities -- Implications for Families and Communities -- Developing Environments for Success -- Mutual Accommodations -- Teachers' Relationships with Students -- Family Environments for Learning -- Expanding Definitions: What it Means to be American -- Challenging "Heartbreaking Dilemmas" -- A Different Approach -- Levels of Multicultural Education and Support -- Starting Out -- Becoming A Multicultural Person -- A Model of Multicultural Education -- Conclusion -- Summary -- To Think About -- Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 11: Multicultural Education in Practice |
| Title |
Problem-Posing: Reconsidering School Policies and Practices in a Multicultural Context -- Countering Racism, Discrimination, and Low Expectations -- Promoting and Actively Working Toward Creating a Diverse Staff -- Making Differences and Similarities an Explicit Part of the Curriculum -- Confronting Racism and Discrimination in the Curriculum -- Changing Schools: Restructure and Renewal -- Tracking -- Testing -- The Curriculum -- Pedagogy -- Physical Structure -- Disciplinary Policies -- Limited Role of Students -- Limited Role of Teachers -- Limited Family and Community Involvement -- Respecting and Affirming Cultural Differences -- Linguistic Diversity as a Resource -- Summary -- Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Epilogue |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Glossary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Bibliography |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
About the Author |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Multicultural education |
| Geographic subdivision |
United States |
| Form subdivision |
Case studies. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.pearson.com/us/higher-education/program/Nieto-Affirming-Diversity-The-Sociopolitical-Context-of-Multicultural-Education-7th-Edition/PGM312293.html">https://www.pearson.com/us/higher-education/program/Nieto-Affirming-Diversity-The-Sociopolitical-Context-of-Multicultural-Education-7th-Edition/PGM312293.html</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1tge0el/alma991040436159705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1tge0el/alma991040436159705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
