The intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. Certain key questions must be addressed in this process:
* What should be the purpose of schooling in a culturally diverse society?
* Who should be involved in curriculum planning and what process should be employed?
* How is the actualized curriculum differentiated?
* What is the relationship between school practices and the structure of the larger society?
* How should the curriculum be evaluated?
The authors of the essays in this book address critical perspectives from which a framework is constructed for a discourse on planning curriculum for a culturally diverse society.
In a substantive introduction, Hollins presents the major themes and overall goals of the book and describes how the readings in each of the four parts are linked to each other and to these themes and goals. Each part begins with critical questions and an overview to provide a framework and a focus for the readings that follow, and concludes with suggested learning experiences.
Table of Contents
Contents: Preface. E.R. Hollins, Introduction. Part I: The Purpose of Schooling. D.W. Adams, Fundamental Considerations: The Deep Meaning of Native American Schooling, 1880-1900. J. Smolicz, Multiculturalism and an Overarching Framework of Values: Some Educational Responses for Ethnically Plural Societies. J.A. Banks, Multicultural Education: For Freedom's Sake. Part II: Curriculum Planning. J.J. Schwab, The Practical 4: Something for Curriculum Professors to Do. H. Schwartz, Dialogue: Schwab's "Practical 4" and Its Corroboration in Recent History. C. Cornbleth, Curriculum In and Out of Context. Part III: Curriculum Perspectives. C. Branch, Lessons (in Identity) Learned From the Competing Curriculum: Some Thoughts. J. Anyon, Social Class and the Hidden Curriculum of Work. J. Lipska, Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher. L.A. Spears-Bunton, Welcome to My House. African American and European American Students' Responses to Virginia Hamilton's House of Dies Drear. Part IV: Assessment and Evaluation. L. Darling-Hammond, Performance-Based Assessment and Educational Equity. M.W. Apple, L.E. Beyer, Social Evaluation of Curriculum.
RUN QUOTE WITH TRANSFORMING AND CULTURE BOOKS "Hollins has made invaluable contributions toward organizing the undergirding theory and research for culturally responsive pedagogy as a significant knowledge base in teacher preparation programs that profess to prepare teachers for culturally diverse classrooms....Now, two new, must-purchase books bear Hollins' unique mark on teacher education for a culturally diverse society."
"This book is tremendous. Professor Hollins has put together an impressive set of readings in combination with insightful, provocative questions and engaging learning activities that are educationally sound, timely, and very much needed. On the whole, this book promises to engage readers in both critical reflection and ways to actually experience links between cultural diversity in our society, the social purposes of schooling, and curriculum transformation. Individually and collectively, the chapters provide an excellent grounding for rethinking the content of the school curriculum and curriculum-making for a culturally diverse society. The section on assessment is especially strong and relevant, given current proposals for national curriculum tests and standards."
University of New Orleans
"Let me summarize the strengths....the framework for organizing and understanding curriculum; the grounding of curriculum in theory and research studies, especially the broadening of curriculum to include more than the content; and the attempt to provide a broadened theoretical base for the process of curriculum change."
Claremont Graduate School