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About the Author | |
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Preface to the Third Edition | |
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Introduction | |
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What Is an American? | |
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Who Should Be American? | |
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Americans All! | |
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Diversity in a Free Society | |
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Shifting Demographics of Immigration | |
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Unifying Beliefs | |
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Equality | |
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Out of Many, One | |
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Mutual Respect | |
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Religious Diversity | |
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The Road to the First Amendment | |
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The State of Religious Pluralism | |
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Religion in Early American Education | |
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Religion in Education in the Modern Era | |
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Respecting Religious Diversity in Education | |
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Conclusion | |
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Universal Education for a Free Society | |
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Education for Democracy | |
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Education for Freedom | |
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Developing Viable Individuals | |
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John Dewey | |
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W. E. B. Du Bois | |
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George I. Sanchez | |
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Jane Addams | |
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Goals of Universal Education | |
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Learning Autonomy | |
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Intellectual Effectiveness | |
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Cultural Efficacy | |
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Conclusion | |
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Honoring Culture and Self-Identity | |
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Family Culture | |
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Race and Ethnicity | |
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Sex, Gender Identity, and Sexual Orientation | |
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English Language Proficiency | |
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Learning Style Preferences | |
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Supporting Student Identity | |
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Reducing Prejudice | |
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Cultural Lenses on Difference | |
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Origins of Prejudice | |
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Prejudice Reduction Theories | |
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Contact Thesis | |
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Education Thesis | |
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Proactive Approaches to Culture in Education | |
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Understanding the Achievement Gap | |
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The Impact of Poverty | |
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The Impact of Race and Ethnicity | |
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Cognitive Deficit | |
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Environmental Deficit | |
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Unequal Access to Knowledge | |
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Cultural Incompatibility | |
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The Impact of English Language Proficiency | |
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Games | |
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Role Playing | |
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Debating | |
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Practice | |
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The Impact of Gender | |
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The Impact of Sexual Orientation | |
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Providing Equal Educational Opportunities | |
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Safety | |
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Equal Access | |
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Equal Benefit | |
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Teacher as Learning-EnabSer | |
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Changing Role of the Teacher | |
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Constructivist vs. Naturalistic Teaching | |
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Fusion of Teaching Roles | |
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Maria Montessori | |
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John Dewey | |
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Paulo Freire | |
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Linking Goals and Instructional Strategies | |
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Learning Autonomy via Self-Discipline | |
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Set Realistic Goals and Standards | |
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Direct Behavior Toward Achievement | |
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Assess Achievement and Adjust Direction | |
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Redirect Goals Based on Achievement | |
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Intellectual Effectiveness via Critical Thinking | |
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Use the Three-Question Method | |
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Teach Epistemologies | |
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Teach Pitfalls of Critical Thinking to Avoid | |
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Cultural Efficacy via Cross-Cultural Interaction | |
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Exposure and Cooperation | |
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Language Study | |
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Cultural Interaction Through the Internet | |
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Conclusion | |
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Developing Curricula for Diversity | |
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What Is a Curriculum? | |
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Understanding How Knowledge Is Constructed | |
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Teaching About Culture | |
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Using Ethnic Studies | |
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A Dynamic Nature | |
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A System of Values and Beliefs | |
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Intragroup Diversity | |
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Intergroup Similarity | |
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Selecting Curriculum Materials | |
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Fostering Student-Created Curricula | |
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Involving Parents and Others in the Curriculum | |
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Building Community in Diverse Classrooms | |
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Socialization and Diversity | |
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A 21st Century Global Village | |
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Common Purpose | |
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Stability | |
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Cooperation | |
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Independence and Interdependence | |
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Building a Classroom Community | |
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Building Trust Among Students | |
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Building Trust With Parents | |
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Pursuing Self-Interests and the Common Good | |
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Behaving Independently and Interdependently | |
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Practicing Individual Rights and Respecting Others | |
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The Teacher's Learning Community | |
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Schools as Village Commons | |
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Conclusion | |
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References and Resources | |
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Index | |