Transforming Curriculum for a Culturally Diverse Society

ISBN-13: 9781138453098 / Angielski / Twarda / 2017

Etta R. Hollins

Opis

The intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means reconceptualizing school practices through debate, deliberation and collaboration involving the diverse voices that comprise the American nation.

Recenzje

RUN QUOTE WITH TRANSFORMING AND CULTURE BOOKS "Hollins has made invaluable contributions toward organizing the undergirding theory and research for culturally responsive pedagogy as a significant knowledge base in teacher preparation programs that profess to prepare teachers for culturally diverse classrooms....Now, two new, must-purchase books bear Hollins' unique mark on teacher education for a culturally diverse society."
—Multicultural Education

"This book is tremendous. Professor Hollins has put together an impressive set of readings in combination with insightful, provocative questions and engaging learning activities that are educationally sound, timely, and very much needed. On the whole, this book promises to engage readers in both critical reflection and ways to actually experience links between cultural diversity in our society, the social purposes of schooling, and curriculum transformation. Individually and collectively, the chapters provide an excellent grounding for rethinking the content of the school curriculum and curriculum-making for a culturally diverse society. The section on assessment is especially strong and relevant, given current proposals for national curriculum tests and standards."
—Joyce King
University of New Orleans

"Let me summarize the strengths....the framework for organizing and understanding curriculum; the grounding of curriculum in theory and research studies, especially the broadening of curriculum to include more than the content; and the attempt to provide a broadened theoretical base for the process of curriculum change."
—Michele Foster
Claremont Graduate School

Spis treści

Contents: Preface. E.R. Hollins, Introduction. Part I: The Purpose of Schooling. D.W. Adams, Fundamental Considerations: The Deep Meaning of Native American Schooling, 1880-1900. J. Smolicz, Multiculturalism and an Overarching Framework of Values: Some Educational Responses for Ethnically Plural Societies. J.A. Banks, Multicultural Education: For Freedom's Sake. Part II: Curriculum Planning. J.J. Schwab, The Practical 4: Something for Curriculum Professors to Do. H. Schwartz, Dialogue: Schwab's Practical 4 and Its Corroboration in Recent History. C. Cornbleth, Curriculum In and Out of Context. Part III: Curriculum Perspectives. C. Branch, Lessons (in Identity) Learned From the Competing Curriculum: Some Thoughts. J. Anyon, Social Class and the Hidden Curriculum of Work. J. Lipska, Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher. L.A. Spears-Bunton, Welcome to My House. African American and European American Students' Responses to Virginia Hamilton's House of Dies Drear. Part IV: Assessment and Evaluation. L. Darling-Hammond, Performance-Based Assessment and Educational Equity. M.W. Apple, L.E. Beyer, Social Evaluation of Curriculum.

O autorze

Etta R. Hollins