© 2009 – Routledge
Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, this text is intended for upper-undergraduate and graduate-level students and professional development courses.
Examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Each chapter includes critical questions; classroom activities; and community activities suggesting projects beyond the classroom context.
Over half of the chapters are new to this edition, bringing it up-to-date in terms of recent educational policy issues and demographic changes in our society.
"This book is noteworthy in that through theory-grounded discussions and a few evidential narratives, it consistently encourages the readers to imagine and create an equitable reality, taking a proactive approach in social betterment instead of letting status quo paralyze us."--Education Review
Introduction: Language, Literacy, and Culture: Intersections and Implications
Part I: Setting the Groundwork
Chapter 1: What is the Purpose of Schools? Reflections on Education in an Age of Functionalism
Chapter 2: The Limitations of Labels
Chapter 3: Understanding Multicultural Education in a Sociopolitical Context (with Patty Bode)
Chapter 4: Multicultural Education and School Reform (with Patty Bode)
Chapter 5: Public Education in the Twentieth Century and Beyond: High Hopes, Broken Promises, and an Uncertain Future
Chapter 6: We Speak in Many Tongues: Language Diversity and Multicultural Education
Part II: Identity and Belonging
Chapter 7: Culture and Learning
Chapter 8: Lessons from Students on Creating a Chance to Dream
Chapter 9: Beyond Categories: The Complex Identities of Adolescents (with John Raible)
Part III: Becoming Critical Teachers
Chapter 10: Profoundly Multicultural Questions
Chapter 11: Solidarity, Courage, and Heart: Learning from a New Generation of Teachers
Part IV: Praxis in the Classroom
Chapter 12: Affirmation, Solidarity, and Critique: Moving Beyond Tolerance in Multicultural Education
Chapter 13: Nice is Not Enough: Defining Caring for Students of Color
Chapter 14: What Does it Mean to Affirm Diversity in Our Nation’s Schools?
This series of texts for undergraduate- and graduate-level teacher education courses focuses on the intersections of language, culture, and teaching – specifically on how language and culture inform classroom practice. Books in the series are intended as primary or supplementary texts in the growing range of courses that address issues such as, but not limited to, foundations of multicultural education; multicultural children’s literature; teaching diverse populations; foundations of bilingual education; teaching English as a second language; and sociocultural issues in teaching.
The primary objectives of the series are to challenge traditional biases about diversity and about students of diverse languages and cultures, and to reframe the conventional idea of the textbook by envisioning classroom practice as critical, creative, and liberatory.