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| List of Resources | |
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| Foreword | |
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| Preface | |
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| Why do we need this book? | |
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| What is critical cultural competence? | |
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| Who is this book for? | |
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| How is this book different from other books about diversity and multicultural education? | |
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| Organization and Special Features of This Book | |
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| Conclusion | |
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| Acknowledgments | |
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| About the Authors | |
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| Introduction: What Do We Need to Do to Prepare Teachers for Today's Diverse Classrooms? | |
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| Why do we need educators with critical cultural competence in today's schools? | |
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| How can we move professional development about diversity beyond knowledge? | |
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| Who are we in this thing called diversity? | |
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| How do we leverage assets of students, families and communities? | |
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| Bringing It All Together | |
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| Summary of Key Points | |
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| Reflection and Extension | |
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| Common Practices: How Are We Currently Preparing Educators for Diverse Classrooms? | |
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| Introduction | |
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| Common Goals for Multicultural Education | |
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| Foundational Understandings About Diversity | |
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| Milner's Five Conceptual Repertoires of Diversity | |
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| Empathy Versus Sympathy | |
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| Strength-Based Approach | |
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| Materials and Resources | |
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| Textbooks | |
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| Historic and Contemporary Videos | |
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| Online Learning Resources | |
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| Guest Speakers | |
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| Other Commonly Used Activities and Approaches | |
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| Discussions and Reflection | |
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| Case Studies and Case Discussions | |
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| Book Clubs | |
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| Activity 1.1 Book Club Jigsaw Activity | |
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| The Game of Monopoly | |
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| Empathy Activities | |
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| Summary of Key Points | |
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| Reflection and Extension | |
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| Online Extensions | |
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| Who I Am: How Can We Understand Ourselves as Cultural Beings? | |
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| Introduction | |
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| Exploring Personal Characteristics and Beliefs | |
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| Activity 2.1 Autobiographies | |
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| Activity 2.2 Educational Philosophy | |
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| Activity 2.3 All About Me Activities | |
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| Activity 2.4 All in a Picture and Snapshot of Me Activities | |
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| Revealing Beliefs and Identities to Others | |
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| Activity 2.5 Intercultural Autograph Hunt | |
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| Activity 2.6 Bio-Poems | |
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| Activity 2.7 the Privilege Walk | |
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| Summary of Key Points | |
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| Reflection and Extension | |
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| Additional Resources | |
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| Online Extensions | |
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| Focus for Professional Learning Communities (PLCs) | |
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| Moving From Beliefs and Visions to Action: How Can We Link Our Personal and Professional Identities? | |
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| Introduction | |
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| Activity 3.1 Visioning | |
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| Activity 3.2 Personal Practical Theories (PPTs) | |
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| Activity 3.3 Action Research | |
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| Summary of Key Points | |
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| Reflection and Extension | |
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| Additional Resources | |
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| Online Extensions | |
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| Focus for Professional Learning Communities (PLCs) | |
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| How Do We Prepare Educators to Understand and Appreciate Student Diversity? | |
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| Introduction | |
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| From Understanding Diversity to Appreciating Diversity | |
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| Activity 4.1 Diversity Fact Sheets | |
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| Activity 4.2 Website Reviews | |
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| Activity 4.3 Interactive Survey | |
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| Activity 4.4 Description, Interpretation, and Evaluation | |
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| Summary of Key Points | |
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| Reflection and Extension | |
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| Online Extensions | |
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| Focus for Professional Learning Communities (PLCs) | |
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| From Critical Awareness to Transformative Action: How Do We Prepare Educators to Become Cultural Brokers for Student Success? | |
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| Introduction | |
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| From Critical Awareness to Transformative Action | |
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| Cross-Cultural Competence and Critical Self-Reflection | |
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| Activity 5.1 Active Listening | |
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| Activity 5.2 Classroom Observation Analysis | |
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| Activity 5.3 ABCs Project | |
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| Summary of Key Points | |
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| Reflection and Extension | |
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| Online Extensions | |
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| Focus for Professional Learning Communities (PLCs) | |
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| Learning About the Community: How Can We Learn More About Parents and Families? | |
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| Introduction | |
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| Standards-Based Reform | |
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| Benefits of Invoving Parents and Families in Schools | |
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| Traditional Ways of Involving Parents in Schools | |
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| Nontraditional Approaches to Parents and Involvement | |
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| Barriers and Facilitators to Involvement | |
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| Extending Traditional Approaches to Parent and Family Involvement | |
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| Activity 6.1 Touring the Neighborhood--The Do's and Don'ts | |
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| Activity 6.2 Home Visits at the Beginning of the School Year | |
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| Activity 6.3 Preparing for the First Parent Conference | |
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| Summary of Key Points | |
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| Reflection and Extension | |
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| Online Extensions | |
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| Focus for Professional Learning Communities (PLCs) | |
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| Community-Based Learning: How Can We Learn From Parents, Families, and Communities? | |
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| Introduction | |
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| How diverse are families and our communities? | |
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| Partnering with Parents, Families, and Communities | |
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| What is community-based learning? | |
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| Community-Based Learning Activities | |
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| Activity 7.1 Home-Community Camera Adventure | |
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| Activity 7.2 Walking a Mile in Another's Shoes | |
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| Transformative Effects of Community Adventures | |
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| Summary of Key Points | |
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| Reflection and Extension | |
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| Online Extensions | |
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| Focus for Professional Learning Communities (PLCs) | |
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| Bringing It All Together: How Do We Maximize Teaching and Learning Opportunities? | |
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| Introduction | |
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| Connecting Culturally Responsive Pedagogy and Critical Cultural Competence | |
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| Taking Risks to Develop Critical Cultural Competence | |
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| Inspiring Critical Reflection and Awareness | |
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| Transforming Professional Practice | |
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| Using Rogers's Adoption of Innovation Theory | |
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| Using the Concerns-Based Adoption Model (CBAM) | |
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| Planning for Professional Development | |
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| Before We Start | |
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| Pre- and Postassessment | |
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| Follow-Up | |
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| Summary of Key Points | |
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| Final Words | |
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| Additional Resources | |
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| Reflection and Extension | |
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| Online Extensions | |
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| References | |
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| Index | |