217 Pages
by
Routledge
246 Pages
by
Routledge
217 Pages
by
Routledge
Also available as eBook on:
This book examines how teachers, administrators, and educational institutions contribute to racial and ethnic inequality and offers policy and practice suggestions for change. It reviews the literature, the national societal and cultural contexts, definitions of race and ethnicity, family influences, and then explores the topic in relation to teachers, classrooms, school programs, school organization, and district policy making. The book concludes with recommendations on how to integrate current school restructuring with multicultural education.
Race, Ethnicity, and Schooling in America, Peter M. Hall ; Education in a Multicultural Society, Bart Landry ; Familial Predictors of Educational Attainment: Regional and Racial Variations, Aaron Thompson and Reid Luhman ; Teachers as Social Scientists: Learning About Culture from Household Research, Luis C. Moll and Norma González ; Consequences of Placing Low-Track Students in High-Track Classes, Hugh Mehan ; Changing the Discourse in Schools, Eugene Eubanks, Ralph Parish and Dianne Smith ; Making Multicultural Education Policy, Margaret Placier, Peter M. Hall and Barbara Jo Davis ; Integration of Restructuring and Multicultural Education as a Policy for Equity and Diversity, Peter M. Hall
Biography
Hall, Peter
"Race, Ethnicity, and Multiculturalism provides important analyses of structural and socio-organizational factors in schools, classrooms, and communities that make a real difference in the academic achievement of all children. Each chapter makes a real difference in the academic achievement of all children. Each chapter moves beyond analysis of these factors to sets of ideas and strategies that are universally applicable and are aimed at constructing what Hall terms 'equity pedagogy', involving a rejection of tracking and ability grouping and the substation of high expectations, a common academic core curriculum, and critical thinking skills for all students. Hall does a fine job of outlining policy implications and provides a first-rate introduction to the orientations taken by the contributing authors." -- Kathy Borma, Professor in the Department of Anthropology, David c. Anchin Center at the University of South Florida
"The discussion is grounded, both in current theory and literature, as well as in rich, historical perspective that combines psychological, cultural, and sociological viewpoints in interactive ways. The chapters are crisp, articulate arguments written by recognized experts in the field. This work provides an invaluable integration of knowledge, power, race and education." -- Thomas L. Good, Professor of Educational Philosophy, University of Arizona
"Provides important analyses of structural and social organizational factors in schools, classrooms, and communities that make a real difference in the academic achievement of all children." -- Kathy Borman, University of South Florida
