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Rethinking multicultural education : case studies in cultural transition / ed. by Carol Korn and Alberto Bursztyn; foreword by Joe Kincheloe

Secondary Author Korn, Carol
Bursztyn, Alberto
Kincheloe, Joe L.
Country Estados Unidos. Publication Westport, Conn. : Bergin & Garvey, 2002 Description XXVIII, 207 p. ; 25 cm ISBN 0-89789-871-0 CDU 376.7
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 376.7 - R Available 309132
Total holds: 0

Enhanced descriptions from Syndetics:

Korn and Bursztyn and their contributors examine the cultural transitions that children make as they move between the cultures of home and school. To better understand these transitions, they explore how educators understand their students' shifting experiences and examine how educators also negotiate transitions as they too move from home to school each day. The narratives or case studies reflect this shifting gaze: from child, to teacher, to parents, and take up the various relational configurations that these can form, amongst and between each other. They turn a critical eye toward instances of classroom practice and school life, connecting personal knowledge with school change. In some cases, the authors draw directly on autobiographical material, linking these to a reflective approach to teaching.

Avoiding the celebratory tone that often attends discussions of multiculturalism, the authors address how diverstiy engages us in continual renegotiation of the personal and social. The perspectives of educators and of teacher candidates are presented, and the construction of cultural identity and its impact on schools, explored. In illuminating the complicated nature of cultural transitions and the obligation of schools to create places in which children and families of diverse backgrounds can thrive, they highlight how multiculturalism can play a transformative role in the lives of children and schools. A must reading for educators and graduate students in education, school psychology, guidance and counseling.

Table of contents provided by Syndetics

  • Foreword: Exploring a Transformative Multiculturalism--Justice in a Zeitgeist of Despair (p. ix)
  • Preface (p. xxvii)
  • Introduction: Cultural Transitions and Curricular Transformations (p. 1)
  • 1 Silenced Voices: A Case of Racial and Cultural Intolerance in the Schools (p. 13)
  • 2 Redefining School Culture: Creating New Traditions for Bicultural Students (p. 30)
  • 3 Issues of Class and Race in Education: A Personal Narrative (p. 48)
  • 4 Crossing the Brooklyn Bridge: The Geography of Social and Cultural Transitions (p. 64)
  • 5 An Ecological Perspective on Preparing Teachers for Multicultural Classrooms (p. 80)
  • 6 Facing the Terror Within: Exploring the Personal in Multicultural Education (p. 97)
  • 7 Transforming the Deficit narrative: Race, Class, and Social Capital in Parent-School Relations (p. 130)
  • 8 The Path to Academic Disability: Javier's School Experience (p. 160)
  • Conclusion: Reflections on Collective Identities (p. 185)
  • Further Readings (p. 197)
  • Index (p. 201)
  • About the Editors and Contributors (p. 205)

Reviews provided by Syndetics

CHOICE Review

Eight of the 11 contributors have expertise in educational psychology. They focus on the psychological effects of cultural diversity and economic inequality as shown through eight case studies of students and teacher preparation and parent training programs, mostly in the New York City area. Building on the writings of James Banks, Gregory Bateson, and other theorists, the contributors use their case studies to offer a sophisticated discussion of white anger over supposed minority privileges in the last 30 years and the "oppositional identities" that some minority students can develop in reaction to schools' efforts to assimilate them into the dominant culture. The writers call for a "transformative" multicultural education that goes beyond a superficial "heroes and holidays" approach to help both minority- and majority-group students deal with racism and ethnocentrism. The placement of too many ethnic minority children in special education programs for their supposed "deficits" and the negative effects of the standards movement and fragmented test-driven curriculum being promoted by new federal "no child left behind" policies are also discussed, and there is a final caution against focusing individual identity on just one's ethnic background. Recommended for upper-division undergraduates, graduate students, researchers, faculty, and professionals. J. A. Reyhner Northern Arizona University

Author notes provided by Syndetics

CAROL KORN, a psychologist and early childhood educator, is Program Head of the Undergraduate and Graduate Programs in Early Childhood Education and Faculty Director of the Early Childhood Center at Brooklyn College. Professor Korn has conducted research and written on children's experience of cultural transitions, development of narrative in childhood, and the role of the arts in early education, particularly regarding literacy development.

ALBERTO BURSZTYN is Assistant Dean of the School of Education at Brooklyn College and an Associate Professor in Special Education and School Psychology. His writing focuses on how schools and professionals address issues of disability, cultural diversity, and linguistic competence.

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