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| Preface | |
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| About the Author | |
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| Multiculturalism | |
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| Cultural Differences and Schooling | |
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| Chapter Plan | |
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| Individualist and Collectivist Cultures: Basic Character Traits | |
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| Individualist and Collectivist Cultures: Seeing, Knowing, and Interrelating with the World | |
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| Universal Rules, Context, and Causality | |
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| Are You an Individualist or a Collectivist? | |
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| Defining American Culture | |
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| American Culture, Anger, and Multiculturalism | |
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| Multiculturalism and American Culture | |
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| American Schools and the Meaning of American Culture | |
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| The Culture of Economic Success and Consumption | |
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| The Dominant American Culture and Ways of Seeing, Knowing, and Interrelating with the World | |
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| Black Mobility and Assimilation to the Dominant Culture | |
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| The Culture of Success for Jews, Women, Asians, Latinos/Latinas, Lesbians/Gays, and Low-Income Whites | |
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| Economic Success versus Cultural Diversity | |
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| E.D. Hirsch and Cultural Literacy | |
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| The Dominant Culture as White Anglo-Saxon Values | |
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| Should We Teach the Values of the Dominant Culture? | |
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| A Lesson on Cultural Differences: Native American and English Cultures | |
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| Conclusion: Multicultural Education | |
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| Personal Frames of Reference | |
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| Dominated Cultures | |
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| Cultural Domination and Voluntary Immigration | |
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| The Intersection of African and European American Cultures | |
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| Ethnocentric Education: Dominated Cultures | |
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| Debating Education Based on Dominated Cultures | |
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| Teaching Hawaiian Culture: Alternative or Transition to Economic Success | |
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| Traditional and Scientific Knowledge | |
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| Indigenous Ways of Seeing, Knowing, and Interrelating with the World | |
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| Is "White Trash" a Dominated Culture? | |
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| Empowerment through Multicultural Education | |
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| Educating for Cultural Power | |
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| Conclusion | |
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| Personal Frames of Reference | |
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| Immigrant Cultures | |
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| Patterns of Immigrant Acculturation | |
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| Summer Camps for Cultural Survival | |
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| Shootings at a Convenience Store and in the Woods | |
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| Rebellion and School Uniforms | |
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| Muslim Schools: Finding a Safe Haven | |
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| Wearing Your Knicks Jacket at the Zocalo | |
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| Transnationalism: The Multicultural Immigrant | |
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| Varieties of Educational Experience | |
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| Conclusion: Knowing Immigrant Cultures | |
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| Personal Frames of Reference | |
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| Cultural Frames of Reference | |
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| Cultural Frames of Reference: Monoculturalism, Biculturalism, and Ethnic Identity | |
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| Developing Biculturalism | |
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| Biculturalism: Frame Switching | |
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| Benefits of Biculturalism | |
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| Monoculturalism and Biculturalism | |
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| Development of Ethnic Identity | |
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| Pre-Encounter | |
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| Encounter | |
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| Immersion-Emersion | |
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| Immersion | |
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| Internalization | |
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| Conclusion: Ethnic Identity, Biculturalism, and Monoculturalism | |
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| Personal Frames of Reference | |
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| Multicultural Minds | |
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| Educating Multicultural Minds: The Case of Singapore | |
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| Educating Multicultural Minds: The European Union | |
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| English as the World Language? | |
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| Frame Switching from Local to Global: English as the Global Language | |
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| Cross-Cultural Communications and Multicultural Minds | |
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| Communicating between Japan and the United States | |
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| Making English Global: The Role of Programs in English as a Second Language | |
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| The Right to Language and Culture in the Global Economy: Maintaining Multicultural Minds | |
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| Protecting Language and Culture in the United States | |
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| Conclusion | |
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| Personal Frames of Reference | |
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| Cultural Frames of Reference: History, Gender, and Social Class | |
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| Official History and Folk History | |
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| Gender | |
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| Gender and Immigration | |
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| Conflict and Gender Roles | |
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| Social Class | |
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| Social Class and Cultural Capital | |
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| Conclusion | |
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| Personal Frames of Reference | |
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| The Intersection of School Culture with Dominated and Immigrant Cultures | |
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| Inequality and Schooling | |
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| Resistance: The Intersection of School and Dominated Cultures | |
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| Resistance: Native Americans | |
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| Latinos/Latinas: The Intersection of School, Dominated, and Immigrant Cultures | |
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| Asians: Comparing Dominated and Immigrant Cultures | |
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| Alienation: The Intersection of School and Family Values | |
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| Cultural Conflicts | |
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| Conclusion | |
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| Personal Frames of Reference | |
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| Perspectives on Teaching Multicultural Education | |
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| Teaching about Racism | |
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| The Concept of Race | |
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| Racism | |
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| Teaching about White Guilt | |
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| Teaching about Slavery to African Americans | |
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| An Antibias Curriculum | |
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| The Teaching Tolerance Project | |
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| Antidefamation League | |
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| La Escuela Fratney | |
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| Conclusion: Racism and the Global Market | |
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| Personal Frames of Reference | |
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| Teaching about Sexism | |
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| Global Concerns about Gender Equity in Education | |
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| Republican Motherhood | |
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| Gender Discrimination in the Classroom | |
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| Single-Sex Schools and Classrooms | |
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| Consciousness-Raising According to the Methods of Paulo Freire | |
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| Gender Inclusive Curricula | |
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| Conclusion | |
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| Personal Frames of Reference | |
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| Teaching to Protect and Preserve Cultures | |
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| Models of Indigenous Education: Educating for the Child, Family, and Community | |
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| Asante: Classical Africa | |
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| Afrocentric Pedagogy | |
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| Holistic Learning | |
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| Personal Witnessing | |
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| What Every Child Needs to Know | |
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| Conclusion | |
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| Personal Frames of Reference | |
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| Conclusion: The Necessity of Global Multicultural Education | |
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| Possible Results of Globalization | |
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| Summary: The Necessity of Global Multicultural Education | |
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| Author Index | |
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| Subject Index | |