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| Issues and Concepts | |
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| Multicultural Education: Characteristics and Goals | |
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| The Nature of Multicultural Education | |
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| High-Stakes Testing: A Challenge for Social Justice | |
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| Multicultural Education: An International Reform Movement | |
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| The Historical Development of Multicultural Education | |
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| How Multicultural Education Developed | |
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| The Nature of Culture in the United States | |
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| The Social Construction of Categories | |
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| The Dimensions of Multicultural Education | |
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| The School as a Social System | |
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| Summary | |
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| Questions and Activities | |
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| References | |
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| Culture in Society and in Educational Practices | |
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| Culture: An Overview | |
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| Alternative Definitions and Conceptions of Culture | |
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| Cultural Issues in Education, in Society, and in Persons | |
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| Teaching and Learning Multiculturally | |
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| Conclusion: On Diversity of Tongues and Their Educational Potential | |
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| Afterword | |
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| Questions and Activities | |
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| References | |
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| Race, Class, Gender, and Disability in the Classroom | |
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| Race, Class, Gender, Language, Disability, and Classroom Life | |
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| Approaches to Multicultural Education | |
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| Ms. Julie Wilson and Her Approach to Teaching | |
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| Conclusion | |
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| Questions and Activities | |
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| References | |
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| Social Class and Religion | |
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| Social Class and Educational Equality | |
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| Educational Structures | |
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| Educational Beliefs | |
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| Teachers, Curriculum, and Teaching Practices | |
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| Consequences of Social Class and Educational Inequality | |
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| Recommendations for Action | |
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| Summary | |
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| Questions and Activities | |
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| References | |
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| Christian Nation or Pluralistic Culture: Religion in American Life | |
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| Europeans Plant Christianity in North America | |
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| Early Signs of Diversity | |
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| Common Themes | |
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| The Spread of Evangelical Protestantism | |
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| Religious Freedom and the Separation of Church and State | |
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| Diversity, Religious Freedom, and the Courts | |
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| Pluralism Becomes the Norm | |
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| The New Faces of Pluralism | |
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| Summary and Educational Implications | |
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| Resources | |
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| Questions and Activities | |
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| References | |
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| Gender | |
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| Gender Bias: From Colonial America to Today's Classrooms | |
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| The Hidden Civil Rights Struggle | |
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| Report Card: The Cost of Sexism in School | |
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| Gender Bias in Today's Classrooms: The Curriculum | |
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| Gender Bias in Today's Classrooms: Instructions | |
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| Trends and Challenges | |
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| A Dozen Strategies for Creating Gender-Fair Classrooms | |
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| Questions and Activities | |
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| References | |
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| Classrooms for Diversity: Rethinking Curriculum and Pedagogy | |
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| Feminist Phase Theory | |
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| Summary | |
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| Questions and Activities | |
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| References | |
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| Transforming the Curriculum: Teaching about Women of Color | |
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| The Primacy of Race in the United States | |
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| Identity, Knowledge, and Experience | |
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| Why Women of Color? | |
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| What We Learn from Studying Women of Color | |
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| Women of Color: The Agent of Transformation | |
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| Teaching Using Heresies | |
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| Teaching about Women of Color | |
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| Conclusion | |
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| Questions and Activities | |
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| References | |
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| Race, Ethnicity, and Language | |
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| Culturally Responsive Teaching: Theory and Practice | |
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| Teaching and Culture | |
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| The Illusion of a Theoretical Inquiry | |
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| The Participant-Observer Role for Researchers Who are "Other" | |
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| Issues of Context and Methodology | |
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| Concrete Experiences as a Criterion of Meaning | |
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| The Use of Dialogue in Assessing Knowledge Claims | |
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| The Ethic of Caring | |
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| The Ethic of Personal Accountability | |
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| Culturally Relevant Pedagogy and Student Achievement | |
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| Culturally Relevant Teaching and Cultural Competence | |
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| Culturally Relevant Teaching and Cultural Critique | |
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| Theoretical Underpinnings of Culturally Relevant Pedagogy | |
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| Conceptions of Self and Others | |
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| Social Relations | |
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| Conceptions of Knowledge | |
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| Conclusion | |
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| References | |
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| Approaches to Multicultural Curriculum Reform | |
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| The Mainstream-Centric Curriculum | |
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| Efforts to Establish a Multicultural Curriculum | |
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| Levels of Integration of Multicultural Content | |
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| Guidelines for Teaching Multicultural Content | |
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| |
| Summary | |
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| Questions and Activities | |
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| References | |
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| |
| The Colorblind Perspective in School: Causes and Consequences | |
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| |
| |
| Introduction | |
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| |
| The Research Site: Wexler Middle School | |
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| Data Gathering | |
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| The Colorblind Perspective and Its Corollaries | |
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| The Functions and Consequences of the Colorblind Perspective and Its Corollaries | |
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| |
| Conclusions | |
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| |
| Acknowledgments | |
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| |
| Questions and Activities | |
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| |
| References | |
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| Language Diversity and Schooling | |
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| |
| The Immigrant Population in the United States | |
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| |
| Historical and Legal Overview of Language Policy in the United States | |
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| |
| Programmatic Responses to Linguistic Diversity | |
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| Views on Language Learning and Teaching | |
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| |
| Conclusion | |
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| |
| Questions and Activities | |
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| |
| References | |
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| Exceptionality | |
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| Educational Equality for Students with Disabilities | |
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| |
| |
| Who Are Students with Disabilities? | |
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| |
| History of Educational Equality for Students with Disabilities | |
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| |
| The Individuals with Disabilities Act: A Legislative Mandate for Educational Equality | |
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| |
| Educational Equality for Students with Disabilities: Progress Made but Challenges Remain | |
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| Summary | |
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| Questions and Activities | |
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| |
| References | |
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| |
| |
| School Inclusion and Multicultural Issues in Special Education | |
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| The Special Education Mandate to Educate All Children | |
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| |
| Parent Participation and Multicultural Special Education | |
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| |
| The Structure of Parent Participation in the Context of Special Education | |
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| |
| Quality Inclusive Schooling: Building School Communities | |
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| |
| Diversity and Caring Communities: Outcomes for the Social Good | |
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| |
| Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Recruiting and Retaining Gifted Students from Diverse Ethnic, Cultural, and Language Groups | |
| |
| |
| |
| Assumptions of the Chapter | |
| |
| |
| Recruitment Issues and Barriers | |
| |
| |
| Recruitment Recommendations | |
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| |
| Retention Recommendations | |
| |
| |
| Summary and Conclusions | |
| |
| |
| Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| School Reform | |
| |
| |
| |
| School Reform and Student Learning: A Multicultural Perspective | |
| |
| |
| |
| School Reform with a Multicultural Perspective | |
| |
| |
| Conditions for Systemic School Reform with a Multicultural Perspective | |
| |
| |
| Conclusion | |
| |
| |
| Questions and Activities | |
| |
| |
| References | |
| |
| |
| |
| Families and Teachers Working Together for School Improvement | |
| |
| |
| |
| Why is Parent and Family Involvement in Schools Important? | |
| |
| |
| Historical Overview | |
| |
| |
| The Changing Face of the Family | |
| |
| |
| Teacher Concerns with Parent and Family Involvement | |
| |
| |
| Steps to Increase Parent and Family Involvement | |
| |
| |
| Summary | |
| |
| |
| Questions and Activities | |
| |
| |
| References | |
| |
| |
| Internet Resources for Information on Parent Involvement | |
| |
| |
| |
| Multicultural Resources | |
| |
| |
| Glossary | |
| |
| |
| Contributors | |
| |
| |
| Index | |