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Multicultural education has become its own discipline, developed on
the shoulders of the work of giants who argued its merit during the
attacks of opponents who believed assimilation was the purpose of
state sponsored education. In an age of rising populism and
nationalism throughout the Western world, again questioned is the
merit of multicultural education. In the shadows of Brexit and an
America First agenda, where migration patterns across the world
have led to demographic shifts, it is evident even in the richest
countries in the world that gaps in opportunity (and subsequently
achievement) still exist. Disparities in achievement lead some to
question whether multicultural education works and others to revert
to old notions that ethnically and linguistically marginalized
students are in fact deficient. The scholars here believe in the
untapped potential of all children and illuminate how educational
structures have muffled the cultivation of that potential.
Contributors argue the goals of multicultural education have not
been achieved in part due to the piecemeal application of its
tenants. The scholarship in this volume illustrates the state of
multicultural education and articulates what educators committed to
equity, inclusion, and a more just society must do to ensure the
goals of multicultural education survive in the current age. The
authors of these chapters bridge foundational knowledge with
contemporary understandings; making the work both accessible for
novices and beneficial for the authorities on multicultural
education. With the diverse cast of contributors and topics ranging
from mathematics instruction to discipline practices, this volume
provides thoughtful discourse on issues of access: access to
curricular content, access to opportunities to learn, as well as
impediments to access. Containing chapters that speak to discipline
specific pedagogical practices, the structures of schooling,
teacher education, and research methodologies, the collected work
encourages scholars and practitioners to not be discouraged in the
age of retrenchment.
Multicultural education has become its own discipline, developed on
the shoulders of the work of giants who argued its merit during the
attacks of opponents who believed assimilation was the purpose of
state sponsored education. In an age of rising populism and
nationalism throughout the Western world, again questioned is the
merit of multicultural education. In the shadows of Brexit and an
America First agenda, where migration patterns across the world
have led to demographic shifts, it is evident even in the richest
countries in the world that gaps in opportunity (and subsequently
achievement) still exist. Disparities in achievement lead some to
question whether multicultural education works and others to revert
to old notions that ethnically and linguistically marginalized
students are in fact deficient. The scholars here believe in the
untapped potential of all children and illuminate how educational
structures have muffled the cultivation of that potential.
Contributors argue the goals of multicultural education have not
been achieved in part due to the piecemeal application of its
tenants. The scholarship in this volume illustrates the state of
multicultural education and articulates what educators committed to
equity, inclusion, and a more just society must do to ensure the
goals of multicultural education survive in the current age. The
authors of these chapters bridge foundational knowledge with
contemporary understandings; making the work both accessible for
novices and beneficial for the authorities on multicultural
education. With the diverse cast of contributors and topics ranging
from mathematics instruction to discipline practices, this volume
provides thoughtful discourse on issues of access: access to
curricular content, access to opportunities to learn, as well as
impediments to access. Containing chapters that speak to discipline
specific pedagogical practices, the structures of schooling,
teacher education, and research methodologies, the collected work
encourages scholars and practitioners to not be discouraged in the
age of retrenchment.
Boyhood to Manhood: Deconstructing Black Masculinity through a Life
Span Continuum seeks to foster an open and honest discussion about
the intersection of multiple identities found among Black males.
The book explores topics such as what it means to be a Black male;
race and ethnicity; health; [dis]ability; athletics; socioeconomic
status; historical accounts; employment; religion and sexual
identity. Many Black men share the experience of being members of
cultures that are guided by strict gendered norms. These norms
often require men to conform to "masculine" behaviors, which may
increase their levels of risk-taking behavior, anxiety and fear of
being ostracized should they fail to display the appropriate "male"
skill sets. The ability to explore and embrace other possibilities
for the ways that men can construct their personal and professional
realities helps to enhance and broaden the ways in which men live
their lives and seek opportunities. The qualitative, quantitative
and historical data presented in this book provide new
understandings of the experiences, roles and perspectives of Black
men.
Boyhood to Manhood: Deconstructing Black Masculinity through a Life
Span Continuum seeks to foster an open and honest discussion about
the intersection of multiple identities found among Black males.
The book explores topics such as what it means to be a Black male;
race and ethnicity; health; [dis]ability; athletics; socioeconomic
status; historical accounts; employment; religion and sexual
identity. Many Black men share the experience of being members of
cultures that are guided by strict gendered norms. These norms
often require men to conform to "masculine" behaviors, which may
increase their levels of risk-taking behavior, anxiety and fear of
being ostracized should they fail to display the appropriate "male"
skill sets. The ability to explore and embrace other possibilities
for the ways that men can construct their personal and professional
realities helps to enhance and broaden the ways in which men live
their lives and seek opportunities. The qualitative, quantitative
and historical data presented in this book provide new
understandings of the experiences, roles and perspectives of Black
men.
As the educational landscape of America continues to evolve and
diversify, college faculty and administrators must be cutting edge
in their approaches to create a variety of educational experiences
with a greater level of multicultural cognizance. Unlike in
previous generations, higher education in the 21st Century is no
longer a luxury reserved for the elite and wealthy, but is an
increasing necessity for access to labor markets. Community
colleges and universities are working hard to respond to the
demands of the labor market, by attempting to provide skills for
jobs that may not yet exist. Colleges and universities should aim
to make all of their students feel welcome and a part of the campus
being committed to celebrating differences. Additionally, filling
faculty seats with varied races, cultures, perspectives and
identities will aid in providing mentors and role models everyone
can relate to. These are some of the vital steps toward building a
campus community that helps students develop a sense of belonging
that allows them to persist and thrive in college. The scholarship
in this volume illustrates the state of multicultural education on
college and university campuses. The authors bridge foundational
knowledge with contemporary understandings; making the work both
accessible for novices and beneficial for the authorities on
multicultural education. This volume provides thoughtful discourse
on issues ranging from the racial and ethnic diversity of the
student and faculty bodies, and important topics like disability
issues, to different educational contexts such as community
colleges, HBCUs and HSI institutions.
As the educational landscape of America continues to evolve and
diversify, college faculty and administrators must be cutting edge
in their approaches to create a variety of educational experiences
with a greater level of multicultural cognizance. Unlike in
previous generations, higher education in the 21st Century is no
longer a luxury reserved for the elite and wealthy, but is an
increasing necessity for access to labor markets. Community
colleges and universities are working hard to respond to the
demands of the labor market, by attempting to provide skills for
jobs that may not yet exist. Colleges and universities should aim
to make all of their students feel welcome and a part of the campus
being committed to celebrating differences. Additionally, filling
faculty seats with varied races, cultures, perspectives and
identities will aid in providing mentors and role models everyone
can relate to. These are some of the vital steps toward building a
campus community that helps students develop a sense of belonging
that allows them to persist and thrive in college. The scholarship
in this volume illustrates the state of multicultural education on
college and university campuses. The authors bridge foundational
knowledge with contemporary understandings; making the work both
accessible for novices and beneficial for the authorities on
multicultural education. This volume provides thoughtful discourse
on issues ranging from the racial and ethnic diversity of the
student and faculty bodies, and important topics like disability
issues, to different educational contexts such as community
colleges, HBCUs and HSI institutions.
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