Culture, curriculum, and identity in education
Source:Palgrave Macmillan, Volume 1st, New York, p.232 (2010)
Call Number:Cubb LC1099 .C83 2010
Keywords:Critical pedagogy, Multicultural education--Curricula, Multiculturalism
Contents: Introduction : culture, curriculum, and identity in education / H. Richard Milner IV -- The identity-perception gap : teachers confronting the difference between who they (think they) are and how they are perceived by students / Eric Toshalis -- Developing a multicultural curriculum in a predominantly white teaching context : lessons from an African American teacher in a suburban English classroom / H. Richard Milner IV -- Promoting educational equity for a recent immigrant Mexican student in an English-dominant classroom : what does it take? / Ana Christina DaSilva Iddings and Brian Christopher Rose -- As cultures collide : unpacking the sociopolitical context surrounding English-language learners / Jason G. Irizarry and John W. Raible -- Schooling and the university plans of immigrant black students from an urban neighborhood / Carl E. James -- Leadership and a critical spirit of resistance : new ways to conceptualize qualitative research on leadership and spirituality / Michael E. Dantley -- Awakening the spirit : teaching, learning, and living holistically / Stephen D. Hancock -- Race, narrative inquiry, and self-study in curriculum and teacher education / H. Richard Milner IV -- Messages to teacher educators from the margins : teachers of color on equity in diverse classrooms / Beverly Cross -- Afterword / Sonia Nieto.; Summary: "This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, with a range of students in different spaces across the U.S. and abroad. Readers are invited to visualize what can be in schools and how teacher educators can serve as leaders in the fight for social justice-oriented curriculum development and implementation. Researchers are challenged to pose different kinds of questions -- questions that look at the possibilities rather than those of difficulties in their work to address and transform institutional and systemic inequality, inequity, oppression, marginalization, and discrimination in education"--Provided by publisher.