| 000 | 09658cam a2200697 a 4500 | ||
|---|---|---|---|
| 999 |
_c2739 _d2739 |
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| 003 | DLC | ||
| 005 | 20230612204902.0 | ||
| 008 | 990322s2000 nyu b 001 0 eng | ||
| 010 | _a99024481 | ||
| 020 | _a0801331048 (pbk) | ||
| 020 | _a080133103X (pbk) | ||
| 035 | _a(OCoLC)41070784 | ||
| 040 |
_aDLC _beng _cDLC _dDLC _dOOU _dOrPss _dJCRC |
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| 043 | _an-us--- | ||
| 050 | 0 | 0 |
_aLC1099.3 _b.N54 2000 |
| 050 | 0 | 0 | _aLC1099.3 |
| 082 | 0 | 0 |
_a370.117 _221 |
| 098 | _a370.117 .N54 2000 | ||
| 099 | _aLC 1099.3 .N54 2000 | ||
| 100 | 1 | _aNieto, Sonia | |
| 245 | 1 | 0 |
_aAffirming Diversity : _bthe Sociopolitical Context of Multicultural Education / _cSonia Nieto. |
| 250 | _a3rd ed. | ||
| 260 |
_aNew York : _bLongman, _c2000. |
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| 300 |
_axx, 412 p. : _bill. ; _c24 cm. |
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| 504 | _aIncludes bibliographical references (p. 386-404) and index. | ||
| 505 | _a"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 | _aCONTENTS | ||
| 505 | _aList of Case Studies | ||
| 505 | _aForeword by Jim Cummins | ||
| 505 | _aPreface to the Third Edition | ||
| 505 |
_aIntroduction
_tDiversity: The Views of Schools and Teachers -- What Good Can Multicultural Education Do? -- Some Assumptions -- About This Book -- The Complex Nature of Schooling |
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| 505 | _aPART ONE SETTING THE STAGE: APPROACHES AND DEFINITIONS | ||
| 505 |
_aChapter 1: Why the Case Study Approach?
_tDefining 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 |
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| 505 |
_aChapter 2: About Terminology _tMaking Changes About What Terms To Use -- Lumping Groups Together-- Conclusion -- Notes |
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| 505 | _aPART TWO MULTICULTURAL EDUCATION IN A SOCIOPOLITICAL CONTEXT: DEVELOPING A CONCEPTUAL FRAMEWORK | ||
| 505 |
_aChapter 3: Racism, Discrimination, and Expectations of Students' Achievements _tDefinitions 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 |
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| 505 |
_aCASE STUDIES _tLinda 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 |
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| 505 |
_aChapter 4: Structural and Organizational Issues in Schools _tTracking -- 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 |
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| 505 |
_aCASE STUDIES _tAvi 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 |
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| 505 |
_aChapter 5: Culture, Identity, and Learning _tLearning 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 |
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| 505 |
_aCASE STUDIES _tMarisol 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 |
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| 505 |
_aChapter 6: Linguistic Diversity in Multicultural Classrooms _tLinguistic 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 |
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| 505 |
_aCASE STUDIES _tManuel 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 |
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| 505 |
_aChapter 7: Toward an Understanding of School Achievement _tDeficit 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 |
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| 505 |
_aCASE STUDIES _tPaul 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 |
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| 505 | _aPART THREE IMPLICATIONS OF DIVERSITY FOR TEACHING AND LEARNING IN A MULTICULTURAL SOCIETY | ||
| 505 |
_aChapter 8: Learning from Students _tThe 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 |
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| 505 |
_aChapter 9: Multicultural Education and School Reform _tA 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 |
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| 505 |
_aChapter 10: Affirming Diversity: Implications for Teachers, Schools, and Families _tLessons 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 |
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| 505 |
_aChapter 11: Multicultural Education in Practice _tProblem-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 |
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| 505 | _aEpilogue | ||
| 505 | _aAppendix | ||
| 505 | _aGlossary | ||
| 505 | _aBibliography | ||
| 505 | _aIndex | ||
| 505 | _aAbout the Author | ||
| 650 | 0 |
_aMulticultural education _zUnited States _vCase studies. |
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| 856 |
_uhttps://www.pearson.com/us/higher-education/program/Nieto-Affirming-Diversity-The-Sociopolitical-Context-of-Multicultural-Education-7th-Edition/PGM312293.html _zPublisher's Website. |
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| 856 |
_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1tge0el/alma991040436159705161 _zCheck the UO Library catalog. |
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| 942 |
_2z _cBK |
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