Book Description
Addresses the concerns of the marginalized in the American school curriculum.
--Ce texte fait référence à l'édition
Relié
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Back Cover copy
Written for classroom and pre-service teachers who wish to adopt a "civil rights pedagogy," Grappling with Diversity illuminates the diverse worldviews of people in our nation's history who are usually omitted, marginalized, or misrepresented in the American school curriculum. In order to prepare young people to interact in a variety of contexts with people who are different from themselves, the contributors take a serious look at teaching them to examine the origins and assumptions underlying mainstream thinking, which divides the nation into North and South, us and them, rich and poor, black and white, and to analyze alternative educational frameworks for understanding people and the planet. They also explore the concept of privilege by asking which stories are privileged in contemporary culture, what readings are available, and whose interests are served by them.
"I like the depth this book brings to examining and teaching controversial issues in education. It reinforces clearly the aphorism that `it is not what is poured in, but what is planted that counts.' This work plants germinal analytical seeds, seeds that may grow in fertile undergraduate or graduate soil on issues such as multiculturalism, progressive education, women in education, social justice pedagogy, urban education, gay and lesbian issues in education, and `race' and education." -- Erskine S. Dottin, author of Creating a Professional Community through Means-Ends Connections to Facilitate the Acquisition of Moral Dispositions
Contributors include Benjamin Baez, Silvia Cristina Bettez, Dennis Carlson, Terri Caron, Katherine Chaddock, Jennifer Esposito, Suellyn Henke, Mary Jean Ronan Herzog, Rhonda B. Jeffries, Laura B. Kent, Pepi Leistyna, Richard Lussier, Tamara Powell, Adam Renner, and Susan Schramm-Pate. --Ce texte fait référence à l'édition Relié .
"I like the depth this book brings to examining and teaching controversial issues in education. It reinforces clearly the aphorism that `it is not what is poured in, but what is planted that counts.' This work plants germinal analytical seeds, seeds that may grow in fertile undergraduate or graduate soil on issues such as multiculturalism, progressive education, women in education, social justice pedagogy, urban education, gay and lesbian issues in education, and `race' and education." -- Erskine S. Dottin, author of Creating a Professional Community through Means-Ends Connections to Facilitate the Acquisition of Moral Dispositions
Contributors include Benjamin Baez, Silvia Cristina Bettez, Dennis Carlson, Terri Caron, Katherine Chaddock, Jennifer Esposito, Suellyn Henke, Mary Jean Ronan Herzog, Rhonda B. Jeffries, Laura B. Kent, Pepi Leistyna, Richard Lussier, Tamara Powell, Adam Renner, and Susan Schramm-Pate. --Ce texte fait référence à l'édition Relié .
