1st Edition
Transforming Curriculum for A Culturally Diverse Society
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.
Biography
Etta R. Hollins
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."
—Multicultural Education"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."
—Joyce King
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."
—Michele Foster
Claremont Graduate School
