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This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. By collecting and providing a framework for
key publications spanning the past 30-40 years, these volumes
provide a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. These volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Volume 1
Conceptual Frameworks and Curricular Content Volume II Foundations
and Stratifications Volume III Instruction and Assessment Volume VI
Policy and Governance Volume V Students and Student Learning Volume
VI Teachers and Teacher Education The historical time line within
each volume illustrates the progression of research and theory on
each theme and encourages readers to reflect on the changes in
language and thinking concerning educational scholarship in that
area. Readers will also see how language, pedagogical issues, and
policy reforms have been constructed, assimilated, and mutated over
the highlighted period of time. Exploring the tenets of the field
and examining the individuals whose work has contributed
significantly to equity and social justice for all citizens, this
landmark set illuminates the historical importance, current
relevance, and future implications of multicultural education.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. By collecting and providing a framework for
key publications spanning the past thirty-forty years, these
volumes provide a means of understanding and visualizing the
development, implementation, and interpretation of multicultural
education in American society. These volumes do not promote any one
scholar's or group's vision of multicultural education, but include
conflicting ideals that inform multiple interpretations.Each volume
contains archival documents organized around a specific theme:
Volume 1 - Conceptual Frameworks and Curricular Content; Volume2 -
Foundations and Stratifications; Volume 3 - Instruction and
Assessment; Volume 4 - Policy and Governance; Volume 5 - Students
and Student Learning; and, Volume 6: Teachers and Teacher
Education.The historical time line within each volume illustrates
the progression of research and theory on each theme and encourages
readers to reflect on the changes in language and thinking
concerning educational scholarship in that area. Readers will also
see how language, pedagogical issues, and policy reforms have been
constructed, assimilated, and mutated over the highlighted period
of time. Exploring the tenets of the field and examining the
individuals whose work has contributed significantly to equity and
social justice for all citizens, this landmark set illuminates the
historical importance, current relevance, and future implications
of multicultural education.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. By collecting and providing a framework for
key publications spanning the past 30-40 years, these volumes
provide a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. These volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Volume 1
Conceptual Frameworks and Curricular Content Volume II Foundations
and Stratifications Volume III Instruction and Assessment Volume VI
Policy and Governance Volume V Students and Student Learning Volume
VI Teachers and Teacher Education The historical time line within
each volume illustrates the progression of research and theory on
each theme and encourages readers to reflect on the changes in
language and thinking concerning educational scholarship in that
area. Readers will also see how language, pedagogical issues, and
policy reforms have been constructed, assimilated, and mutated over
the highlighted period of time. Exploring the tenets of the field
and examining the individuals whose work has contributed
significantly to equity and social justice for all citizens, this
landmark set illuminates the historical importance, current
relevance, and future implications of multicultural education.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. By collecting and providing a framework for
key publications spanning the past 30-40 years, these volumes
provide a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. These volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Volume 1
Conceptual Frameworks and Curricular Content Volume II Foundations
and Stratifications Volume III Instruction and Assessment Volume VI
Policy and Governance Volume V Students and Student Learning Volume
VI Teachers and Teacher Education The historical time line within
each volume illustrates the progression of research and theory on
each theme and encourages readers to reflect on the changes in
language and thinking concerning educational scholarship in that
area. Readers will also see how language, pedagogical issues, and
policy reforms have been constructed, assimilated, and mutated over
the highlighted period of time. Exploring the tenets of the field
and examining the individuals whose work has contributed
significantly to equity and social justice for all citizens, this
landmark set illuminates the historical importance, current
relevance, and future implications of multicultural education.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. By collecting and providing a framework for
key publications spanning the past 30-40 years, these volumes
provide a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. These volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Volume 1
Conceptual Frameworks and Curricular Content Volume II Foundations
and Stratifications Volume III Instruction and Assessment Volume VI
Policy and Governance Volume V Students and Student Learning Volume
VI Teachers and Teacher Education The historical time line within
each volume illustrates the progression of research and theory on
each theme and encourages readers to reflect on the changes in
language and thinking concerning educational scholarship in that
area. Readers will also see how language, pedagogical issues, and
policy reforms have been constructed, assimilated, and mutated over
the highlighted period of time. Exploring the tenets of the field
and examining the individuals whose work has contributed
significantly to equity and social justice for all citizens, this
landmark set illuminates the historical importance, current
relevance, and future implications of multicultural education.
This second edition includes updated chapters on queer pedagogies,
indigenous epistemologies, neo-Marxist theoretical traditions,
world languages and biliteracy, science teaching, and the fine arts
Gives pre-service educators and students the knowledge and tools
they need to teach for and about social justice across the
curriculum in K-12 classrooms Provides specific subject-area
examples of good practice that will benefit all prospective
teachers
This second edition includes updated chapters on queer pedagogies,
indigenous epistemologies, neo-Marxist theoretical traditions,
world languages and biliteracy, science teaching, and the fine arts
Gives pre-service educators and students the knowledge and tools
they need to teach for and about social justice across the
curriculum in K-12 classrooms Provides specific subject-area
examples of good practice that will benefit all prospective
teachers
By critically examining the legal, institutional, and social
factors that prohibit or promote students' college choices, this
Volume undermines the notion that African American students and
their families are opposed to formal education, and reveals
structural barriers which they face in accessing elite
institutions. For African American students, unequal education is
rooted in the history in the legacy of slavery and of the history
of institutional and structural racism in United States. The long
legacy of racism in education cannot be dismissed when reflecting
on the college choice experiences of African American students made
today. Authors uniquely apply Critical Race Theory (CRT) to analyse
the college selection process of high achieving African American
students and, highlight the similarities and differences within an
impressive group of students, therefore challenging the deficit
notions of African American students as perpetual under-achievers.
They also show that contrary to the general assumption, African
American parents are inclined towards providing their sons and
daughters higher education at the elite institutes of US. The
decision is often influenced by analysis of factors including the
allocation of school resources, parental attitudes, university
recruitment, campus outreach, and affordability. The issues of
discrimination on the grounds of race, class, and gender often
plays a vital role in decision making process. This text will be of
great interest to graduate and postgraduate students, researchers,
academics, professionals and policy makers in the field of Race
& Ethnicity in Higher Education, Sociology of Education,
Equality & Human Rights, and African American Studies.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. The volumes reflect the tenets of
multicultural education, its history, its present, and individuals
whose work has contributed significantly to equity and social
justice for all citizens. By collecting and providing a framework
for key publications spanning the last 30-40 years, this set
provides a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. The volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Conceptual
Frameworks and Curricular Content; Foundations and Stratifications;
Instruction and Assessment; Policy and Governance; Students and
Student Achievement; Teachers and Teacher Education. The historical
time line within each volume illustrates the progression of
research and theory on its theme and encourages readers to reflect
on the changes in language and thinking concerning educational
scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. The volumes reflect the tenets of
multicultural education, its history, its present, and individuals
whose work has contributed significantly to equity and social
justice for all citizens. By collecting and providing a framework
for key publications spanning the last 30-40 years, this set
provides a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. The volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Conceptual
Frameworks and Curricular Content; Foundations and Stratifications;
Instruction and Assessment; Policy and Governance; Students and
Student Achievement; Teachers and Teacher Education. The historical
time line within each volume illustrates the progression of
research and theory on its theme and encourages readers to reflect
on the changes in language and thinking concerning educational
scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. The volumes reflect the tenets of
multicultural education, its history, its present, and individuals
whose work has contributed significantly to equity and social
justice for all citizens. By collecting and providing a framework
for key publications spanning the last 30-40 years, this set
provides a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. The volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Conceptual
Frameworks and Curricular Content; Foundations and Stratifications;
Instruction and Assessment; Policy and Governance; Students and
Student Achievement; Teachers and Teacher Education. The historical
time line within each volume illustrates the progression of
research and theory on its theme and encourages readers to reflect
on the changes in language and thinking concerning educational
scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. The volumes reflect the tenets of
multicultural education, its history, its present, and individuals
whose work has contributed significantly to equity and social
justice for all citizens. By collecting and providing a framework
for key publications spanning the last 30-40 years, this set
provides a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. The volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Conceptual
Frameworks and Curricular Content; Foundations and Stratifications;
Instruction and Assessment; Policy and Governance; Students and
Student Achievement; Teachers and Teacher Education. The historical
time line within each volume illustrates the progression of
research and theory on its theme and encourages readers to reflect
on the changes in language and thinking concerning educational
scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. The volumes reflect the tenets of
multicultural education, its history, its present, and individuals
whose work has contributed significantly to equity and social
justice for all citizens. By collecting and providing a framework
for key publications spanning the last 30-40 years, this set
provides a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. The volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Conceptual
Frameworks and Curricular Content; Foundations and Stratifications;
Instruction and Assessment; Policy and Governance; Students and
Student Achievement; Teachers and Teacher Education. The historical
time line within each volume illustrates the progression of
research and theory on its theme and encourages readers to reflect
on the changes in language and thinking concerning educational
scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. The volumes reflect the tenets of
multicultural education, its history, its present, and individuals
whose work has contributed significantly to equity and social
justice for all citizens. By collecting and providing a framework
for key publications spanning the last 30-40 years, this set
provides a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. The volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Conceptual
Frameworks and Curricular Content; Foundations and Stratifications;
Instruction and Assessment; Policy and Governance; Students and
Student Achievement; Teachers and Teacher Education. The historical
time line within each volume illustrates the progression of
research and theory on its theme and encourages readers to reflect
on the changes in language and thinking concerning educational
scholarship in that area.
By critically examining the legal, institutional, and social
factors that prohibit or promote students' college choices, this
Volume undermines the notion that African American students and
their families are opposed to formal education, and reveals
structural barriers which they face in accessing elite
institutions. For African American students, unequal education is
rooted in the history in the legacy of slavery and of the history
of institutional and structural racism in United States. The long
legacy of racism in education cannot be dismissed when reflecting
on the college choice experiences of African American students made
today. Authors uniquely apply Critical Race Theory (CRT) to analyse
the college selection process of high achieving African American
students and, highlight the similarities and differences within an
impressive group of students, therefore challenging the deficit
notions of African American students as perpetual under-achievers.
They also show that contrary to the general assumption, African
American parents are inclined towards providing their sons and
daughters higher education at the elite institutes of US. The
decision is often influenced by analysis of factors including the
allocation of school resources, parental attitudes, university
recruitment, campus outreach, and affordability. The issues of
discrimination on the grounds of race, class, and gender often
plays a vital role in decision making process. This text will be of
great interest to graduate and postgraduate students, researchers,
academics, professionals and policy makers in the field of Race
& Ethnicity in Higher Education, Sociology of Education,
Equality & Human Rights, and African American Studies.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. By collecting and providing a framework for
key publications spanning the past 30-40 years, these volumes
provide a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. These volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Volume 1
Conceptual Frameworks and Curricular Content Volume II Foundations
and Stratifications Volume III Instruction and Assessment Volume VI
Policy and Governance Volume V Students and Student Learning Volume
VI Teachers and Teacher Education The historical time line within
each volume illustrates the progression of research and theory on
each theme and encourages readers to reflect on the changes in
language and thinking concerning educational scholarship in that
area. Readers will also see how language, pedagogical issues, and
policy reforms have been constructed, assimilated, and mutated over
the highlighted period of time. Exploring the tenets of the field
and examining the individuals whose work has contributed
significantly to equity and social justice for all citizens, this
landmark set illuminates the historical importance, current
relevance, and future implications of multicultural education.
This benchmark 6-volume set documents, analyzes, and critiques a
comprehensive body of research on the history of multicultural
education in the U.S. By collecting and providing a framework for
key publications spanning the past 30-40 years, these volumes
provide a means of understanding and visualizing the development,
implementation, and interpretation of multicultural education in
American society. These volumes do not promote any one scholar's or
group's vision of multicultural education, but include conflicting
ideals that inform multiple interpretations. Each volume contains
archival documents organized around a specific theme: Volume 1
Conceptual Frameworks and Curricular Content Volume II Foundations
and Stratifications Volume III Instruction and Assessment Volume VI
Policy and Governance Volume V Students and Student Learning Volume
VI Teachers and Teacher Education The historical time line within
each volume illustrates the progression of research and theory on
each theme and encourages readers to reflect on the changes in
language and thinking concerning educational scholarship in that
area. Readers will also see how language, pedagogical issues, and
policy reforms have been constructed, assimilated, and mutated over
the highlighted period of time. Exploring the tenets of the field
and examining the individuals whose work has contributed
significantly to equity and social justice for all citizens, this
landmark set illuminates the historical importance, current
relevance, and future implications of multicultural education.
Despite the growing urgency for Critical Race Theory (CRT) in the
field of education, the "how" of this theoretical framework can
often be overlooked. This exciting edited collection presents
different methods and methodologies, which are used by education
researchers to investigate critical issues of racial justice in
education from a CRT perspective. Featuring scholars from a range
of disciplines, the chapters showcase how various researchers
synthesize different methods-including qualitative, quantitative
and mixed methods, and historical and archival research-with CRT to
explore issues of equity and access in the field of education.
Scholars discuss their current research approaches using CRT and
present new models of conducting research within a CRT framework,
offering a valuable contribution to ongoing methodological debates.
Researchers across different levels of expertise will find the
articulations of CRT and methods insightful and compelling.
Despite the growing urgency for Critical Race Theory (CRT) in the
field of education, the "how" of this theoretical framework can
often be overlooked. This exciting edited collection presents
different methods and methodologies, which are used by education
researchers to investigate critical issues of racial justice in
education from a CRT perspective. Featuring scholars from a range
of disciplines, the chapters showcase how various researchers
synthesize different methods-including qualitative, quantitative
and mixed methods, and historical and archival research-with CRT to
explore issues of equity and access in the field of education.
Scholars discuss their current research approaches using CRT and
present new models of conducting research within a CRT framework,
offering a valuable contribution to ongoing methodological debates.
Researchers across different levels of expertise will find the
articulations of CRT and methods insightful and compelling.
Studying Diversity in Teacher Education is a collaborative effort
by experts seeking to elucidate one of the most important issues
facing education today. First, the volume examines historically
persistent, yet unresolved issues in teacher education and presents
research that is currently being done to address these issues.
Second, it centers on research on diverse populations, bringing
together both research on diversity and research on diversity in
teacher education. The contributors present frameworks,
perspectives and paradigms that have implications for reframing
research on complex issues that are often ignored or treated too
simplistically in teacher education literature. Concluding the
volume with an agenda for future research and a guide for preparing
teachers for diversity education in a global context, the
contributors provide a solid foundation for all educators. Studying
Diversity in Teacher Education is a vital resource for all those
interested in diversity and education research.
A school is only as good as its principal. This quip forms the
thesis of Better Principals as it provides a bird's eye view on the
enactment of Haberman's eleven core functions of a star principal.
Better Principals is imperative for two main reasons. First, the
achievement gap between 20 million children in poverty and their
mainstream counterparts is continuing to become even wider. Many
students are constantly subjected to inequality of educational
opportunity, which limits their future opportunities. Second,
Haberman is one of the most prolific producers of administrators of
the twentieth century (and into the twenty-first century). He
reminds us that quality school systems, with quality leaders,
benefit our society. Haberman explained that there is often
selection blindness when it comes to identifying school leaders,
and this deficiency has many negative consequences for education in
general, and learners in particular. Haberman has generated
theories, training programs and tools to engender substantive
changes needed to produce better schools. Each chapter in this
volume contains reflection questions for discussion to remind us
all why selecting quality principals must be paramount when hiring
school leaders. These illustrative book chapters emphasize the
execution of Haberman's star principal ideology.
A school is only as good as its principal. This quip forms the
thesis of Better Principals as it provides a bird's eye view on the
enactment of Haberman's eleven core functions of a star principal.
Better Principals is imperative for two main reasons. First, the
achievement gap between 20 million children in poverty and their
mainstream counterparts is continuing to become even wider. Many
students are constantly subjected to inequality of educational
opportunity, which limits their future opportunities. Second,
Haberman is one of the most prolific producers of administrators of
the twentieth century (and into the twenty-first century). He
reminds us that quality school systems, with quality leaders,
benefit our society. Haberman explained that there is often
selection blindness when it comes to identifying school leaders,
and this deficiency has many negative consequences for education in
general, and learners in particular. Haberman has generated
theories, training programs and tools to engender substantive
changes needed to produce better schools. Each chapter in this
volume contains reflection questions for discussion to remind us
all why selecting quality principals must be paramount when hiring
school leaders. These illustrative book chapters emphasize the
execution of Haberman's star principal ideology.
Studying Diversity in Teacher Education is a collaborative effort
by experts seeking to elucidate one of the most important issues
facing education today. First, the volume examines historically
persistent, yet unresolved issues in teacher education and presents
research that is currently being done to address these issues.
Second, it centers on research on diverse populations, bringing
together both research on diversity and research on diversity in
teacher education. The contributors present frameworks,
perspectives and paradigms that have implications for reframing
research on complex issues that are often ignored or treated too
simplistically in teacher education literature. Concluding the
volume with an agenda for future research and a guide for preparing
teachers for diversity education in a global context, the
contributors provide a solid foundation for all educators. Studying
Diversity in Teacher Education is a vital resource for all those
interested in diversity and education research.
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