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Color of Bureaucracy The Politics of Equity in Multicultural School Communities

ISBN-10: 0534582125
ISBN-13: 9780534582128
Edition: 2001
List price: $186.95
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Description: Future educators must be aware of educational experiences that will challenge deeply rooted assumptions about communities different from their own and achieve an understanding of the realities of other peoples' lives. Since many educators  More...

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Book details

List price: $186.95
Copyright year: 2001
Publisher: Wadsworth
Publication date: 9/25/2000
Binding: Paperback
Pages: 260
Size: 7.25" wide x 9.00" long x 0.75" tall
Weight: 0.990
Language: English

Future educators must be aware of educational experiences that will challenge deeply rooted assumptions about communities different from their own and achieve an understanding of the realities of other peoples' lives. Since many educators misinterpret the social, racial, and political problems they see, and as a result, blame the minority and poverty-stricken students for not effectively adjusting to the norms and expectations of the educational system, the authors of THE COLOR OF BUREAUCRACY takes an inquiry, practice-driven approach to understanding multicultural issues. The text immerses the reader in social, cultural, and political problems through case studies told from multiple perspectives and presents strategies for effective intervention unlike any other multicultural textbook. Captivating case studies provide a vehicle for actively engaging students in interpreting, understanding, and responding to complex problems of practice. Opportunities for self-reflection and self-discovery are presented throughout and help future teachers see how they view their own roles and responsibilities and guides the development of their professional identities conducive to understanding multiple communities within the school.

Carlos J. Ovando is Professor of Education and Advisor, Initiative of the Americas, Office of the Vice President for University School Partnerships & College of Education, Office of the Dean, Arizona State University (ASU). Dr. Ovando has also served as Associate Dean for Teacher Education and Director for the Division of Curriculum and Instruction. Prior to joining the faculty and administration at Arizona State University, he served as chair of the Department of Curriculum and Instruction at Indiana University, Bloomington and also served as director of the Bilingual Education Program. He received his Ph.D. in Curriculum and Instruction and International Comparative Education from Indiana University. A former high school Spanish teacher, his research, teaching, and service focus on factors that contribute to the academic achievement of language minority students and ethnically diverse groups. He has served as guest editor of two special issues of Educational Research Quarterly, and contributed to the first and second editions of the Handbook of Research on Multicultural Education. In addition, he has published in the following venues: Educational Researcher, Peabody Journal of Education, Bilingual Research Journal, Phi Delta Kappan, Educational Leadership, Kappan Delta Pi Record, World Yearbook 2003: Language Education (Kogan Page/Thompson), and the Harvard Educational Review. His books include: (with Virginia P. Collier and Mary Carol Combs) Bilingual and ESL Classrooms: Teaching in Multicultural Contexts, 3/e (McGraw-Hill, 2003); (with Peter McLaren) The Politics of Multiculturalism and Bilingual Education: Teachers and Students Caught in the Cross Fire (McGraw-Hill, 2000) and (with Colleen Larson) The Color of Bureaucracy: The Politics of Equity in Multicultural School Communities (Thompson/Wadsworth, 2001). Professor Ovando has given presentations in Canada, Costa Rica, Cuba, Egypt, England, Guam, Mexico, Nicaragua, The Netherlands, The Philippines, Spain, and The United States. He has been a professor of education at Indiana University, Oregon State University, the University of Alaska, Anchorage, and the University of Southern California. He has also been a visiting scholar at the Universidad Nacional de Costa Rica (Instituto de Estudios Latinoamericanos) and the University of Washington, Seattle. He has worked with Chicanos, Mexican Nationals, Athabascan Indians, Asian Americans, Pacific Islanders, African Americans, Southwestern Indians, Chamorros, Costa Ricans, and Nicaraguans. He is the recipient of two Teaching Excellence Recognition Awards from the School of Education at Indiana University. He has served as a Discipline Peer Review Committee member for the Fulbright Specialists Program as well as on the selection committee for the Fulbright Teacher Exchange Program. He serves on the Editorial Board of the American Educational Research Journal (AERJ). Born in Nicaragua, Carlos Ovando immigrated to the United States in his pre-adolescent years and has therefore experienced first-hand many of the academic, sociocultural, and emotional issues, which confront language minority students in the United States. He is a naturalized citizen of the United States.

Foreword
Preface
Introduction: Institutional Inequity in Multicultural School Communities
Overview of the Chapters
School Communities: Real and Imagined
Historical Perspectives on the Role of Minority Communities
Current Demographics: Implications for European American Hegemony
Diversity Within Minority Communities
Immigrant Families and Communities
Indigenous Families and Communities
The Socioeconomic Structure
Life World Gap
Decentering Color Blindness
Multicultural Communities and the Contested Effects of Schooling
Functionalist Images of Teaching and Learning
Conflicts View of Schooling
Interpretive Views of Schooling
Critical Views of Schooling
Concluding Remarks
Racial Conflict in a Divided Community: An Illustrative Case Study of Sociopolitical Conflict
Land of Oz or Alien Nation? An Illustrative Case Study of School Community Conflict
Conceptual Framework and Rationale
Schools as Political Systems
The School Community Context
An Unauthorized Act or a Justified Student Protest?
The Jefferson Tradition
Trouble in the Land of Oz
Maintaining Order and Discipline: The Logic of Bureaucratic Control
Protecting the Land of Oz
Framing the Protest: Individual Pathology or Political Act?
The Facts: Telling Partial Stories, Revealing Partial Truths
Magnifying Dangers, Justifying Control
Administrative Loyalty and Teamwork in Times of Uncertainty
Framing the Problem to Win the Battle
Pressure for Action Amid Escalating Fear
An Alien Nation and a Dream Deferred
Alienation Born of Marginalization: The Logic of Resisting Inequity
Solidarity, Coalition Building, and Mobilization
Creating Disorder: The Power of Public Protest
Maintaining Control Amid Public Chaos
The Power of the Media and Public Aversion
Toward Deliberation and Communication
Reclaiming Institutional Character
Concluding Remarks
Color-Blind Institutionalism and the Logic of Rational Distrust
The Logic of Trust and Rational Distrust
Trust and Familiarity
The Politics of Univeralism: The Logic of Difference-Blind Policies and Practices in Schools
Difference-Blind Institutionalism in Schools
Difference Doesn't Matter: Silencing Race and Ethnicity in Schools
Avoiding Issues of Difference in Decision Making
The Politics of Difference: Rethinking the Universalist Stance
Constructions of Difference: Schematic Thinking and Problems of Perception
Cognitive Constructions: Unpacking the Role Schema
Surfacing Distorted Schemas and Everyday Bias
Distorted Schemas in Multiracial and Multicultural Schools
Distorted Schemas and Acts of Resistance in Schools
The Logic of Resistance: The Dissolution of Trust in Jefferson Heights
Trust as a Social Contract
The Other Side of the Social Contract
Being Treated as Legitimate Members of the Community
Caring for Children in the School
Educating Children
Rejecting Social Stereotypes
Accepting Responsibility for Inequities in the System
Concluding Remarks
The Roots of Institutionalized Inequity
Institutional Thinking: The Operating Scripts of Legitimation in Schools
What Is a Public Institution?
The Process of Institutionalization
Institutionally Sanctioned Systems of Inequity
American History: The Sedimented Roots of Institutional Inequity
Images of White Superiority and Goodness
White Dominance, White History
Reframing His-story
Redressing Bias: Creating a Parallel, Multicultural Curriculum
Institutionalized Construction of Racial Hierarchy
Constructing Thomas Jefferson: Acts of Omission
Institutionalized Logic of Racial Hierarchy
Sustaining Racial Domination
Institutionalized Racism in Communities
Defining Institutional Racism
Maintaining Racial and Ethnic Hierarchy Through Segregation
Rationalizing Systems of Discrimination
Sustaining Patterns of Segregation and Hierarchy in Schools
Separate and Unequal: Structuring Inequity
Bureaucratic Control: Unpacking the Established Logic
Norms of Stability
Norms of Hierarchy
Countering the Normative Logic of Bureaucratic Systems
Logics of Inequity in Schools: More Lessons from Jefferson Heights
The Logic of Racial Segregation in School Communities
The Logic of Hierarchy in School Communities
Norms of Closed Decision Making
Norms of Privileging and Excluding Parents
Norms of Preferential Hiring Practices
Norms of Sorting and Segregating Students in Schools and Classrooms
The Lingering Myth of Universal Fairness
Norms of Silence on Racial and Ethnic Issues
Norms of Silence in Teaching and Learning
Concluding Remarks
The Logic of Collective Sensemaking
Recapturing the Purposes of Public Sensemaking in Schools
Putting the "Public" Back in Public Education
Rethinking Conflicts in Classrooms
Seeing Schools Through Children's Eyes
Challenging National and State Control in Local Education
Deinstitutionalizing the Logic of Closed Systems
From the Logic of Mechanical Control to a Logic of Critical Inquiry
Opening Schools to Corrective Feedback
From Maintaining Roles to Entering Relationships: Rethinking Alliances Between Schools and Communities
Reframing Leadership: A Socially Critical Stance
Rethinking Relationships Between Classrooms and Communities
Bringing Communities Together
Understanding Culture
Prejudice Reduction
Talking Across Differences
Postscript: Jefferson Heights and Lessons Learned
Implications for Teacher and Administrator Preparation Programs
The Case Study of Jefferson Heights: Methodological Framework
Deconstructing Prejudice Through Videos
Index

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