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| Illusions of Progress: Business as Usual | |
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| Society Today | |
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| Race and Ethnicity | |
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| Gender | |
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| Sexual Orientation | |
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| Social Class | |
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| Disability | |
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| Business as Usual | |
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| What Teachers Teach | |
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| How Student Learning Is Assessed | |
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| How Teachers Teach | |
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| How Students Are Grouped | |
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| Student Culture | |
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| Approaches to Multicultural Education | |
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| Plan of Subsequent Chapters | |
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| Questions for Reflections | |
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| References | |
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| Teaching the Exceptional and the Culturally Different | |
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| Goals | |
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| The Human Capital Theory of Education and Society | |
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| Deficiency Orientation | |
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| Cultural Deficiency | |
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| Physiological and Mental Deficiency | |
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| Sexual Orientation | |
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| Difference Orientation | |
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| Cultural Difference | |
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| Language | |
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| Deafness as a Cultural Difference | |
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| Mental Difference | |
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| Gender Difference | |
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| Recommended Practices | |
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| Program Structure | |
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| Curriculum Content | |
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| Instructional Process | |
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| Parental Involvement | |
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| Implementation | |
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| Questions for Reflection | |
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| References | |
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| Human Relations | |
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| Goals | |
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| Some Historical Background | |
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| Theories Behind Human Relations | |
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| Development of Prejudice Within Individuals | |
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| Development of Prejudice and Hostility Between Groups | |
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| Self-Concept Theory | |
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| Some Thoughts on Theory | |
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| Strategies | |
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| General Principles | |
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| Providing Accurate Cognitive Information | |
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| Using Group Process | |
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| Using Vicarious Experience and Role Playing | |
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| Involving Students in Service Learning Projects | |
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| Teaching Social Skills | |
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| Questions for Reflection | |
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| References | |
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| Single-Group Studies | |
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| Goals | |
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| Philosophical Framework | |
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| Myth of the Neutrality of Education | |
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| Identity and the Social Purpose of Schooling | |
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| Restructuring Knowledge and "The Canon" | |
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| Centering: Significance of the Starting Place | |
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| Social Creation of "Natural" Categories | |
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| Social Construct of All Social Theories | |
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| Strengths of Oppressed Groups | |
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| Group Identity in Literature and the Arts | |
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| A Collective Sense | |
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| Group Liberation | |
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| Recommended Practices | |
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| Curriculum | |
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| Instructional Strategies | |
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| Implementation | |
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| Questions for Reflection | |
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| References | |
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| Multicultural Education | |
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| Goals | |
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| Ideology and Multicultural Education | |
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| Cultural Pluralism | |
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| Equal Opportunity | |
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| Theory and Multicultural Education | |
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| Theories of Cultural Pluralism | |
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| Cultural Transmission and Social Learning Theories | |
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| Recommended Practices | |
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| Curriculum | |
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| Instruction | |
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| Assessment of Learning | |
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| Home/Community-School Relationships | |
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| Other Schoolwide Issues | |
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| Questions for Reflection | |
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| References | |
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| Multicultural Social Justice Education | |
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| Goals | |
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| Assumptions and Theory | |
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| Critical Theories | |
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| Sociological Theory of Culture | |
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| Identity and Democracy | |
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| Recommended Practices | |
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| Practicing Democracy | |
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| Analyzing the Circumstances of One's Own Life | |
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| Developing Social Action Skills | |
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| Coalescing | |
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| Commonalities with Previous Approaches | |
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| Questions for Reflections | |
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| References | |
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| Our Choice: Multicultural Social Justice Education | |
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| Questions for Reflections | |
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| References | |
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| Name Index | |
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| Subject Index | |