In this revision of her best-selling book, author Sonia Nieto explores the meaning, necessity, and benefits of multicultural education for students of all backgrounds. The book looks at how personal, social, political, cultural, and educational factors affect the success or failure of students in today's classroom. Expanding upon the popular case-study approach, the fifth edition examines the lives of 19 real students who are affected by multicultural education, or a lack of it. Social justice is firmly embedded in this view of multicultural education, and teachers are encouraged to work for social change in their classrooms, schools, and communities. Inservice and preservice teachers, principals, school administrators and anyone interested in multicultural education.

Offers strategies and action plans to challenge the classroom status quo. Encourages educators to provide culturally relevant curriculum and environments for students, caring with a sociopolitical consciousness within a culture of learning, cooperative professional development, and democratic student involvement. From publisher description.

Provides content-bsed language instruction through readings on peace education topics.

Arguably the most transformative force in contemporary society is the commitment to justice through diversity. A prime example is the change justice through diversity has wrought on who enters, teaches and administers the university. It has changed the content of what is taught and the mission statements that define the purpose of higher education. What is rarely defined, however, is justice and how it is related to diversity. If justice is equality, are all differences equal? Are all differences in race, gender, sexual orientation, national origin, ethnicity, religion and culture equal? Should such differences be weighted differently and thus hierarchically? On what basis are those differences to be weighted and ranked to ensure equality? Justice Through Diversity brings together a Who’s Who of contemporary scholars to explore these questions and others in an attempt to understand one of the central commitments in the modern world.

Brain Based Teaching With Adolescent Learning in Mind addresses adolescent learning and its implications and applications for curriculum design and research-based instruction. Glenda Crawford connects new research to the larger picture of students' social, emotional, and intellectual needs and points to productive ways to help adolescents learn and succeed.This resource acknowledges the wide range of differences that new century adolescents bring to classrooms. The author offers lesson examples that easily differentiate for very individual brains of students who have varying cultural backgrounds, levels of English language proficiency, background experiences and prior knowledge, and individual abilities and interests. Readers will find key concepts related to adolescent learning, including metacognition, motivation, social cognition, and self-regulation. Educators will learn about linking instruction to relevant issues and reality-based problems, and about student-directed inquiry, interpretation, debate and analysis, technological access, cooperative learning and global collaboration. Standards-based content examples and scenarios focus on the elements of relevance, active learning, content depth, collaboration, inquiry, challenge, student ownership, ongoing assessment, and guided reflection. The Adolescent-Centered Teaching (ACT) Models in each chapter illustrate this framework, with emphasis on: Essential content understandings Strategies for inquiry Adolescent motivation and challenge through intriguing and authentic events, problems and questions Teachers serving as active facilitator as students become progressively self-directed Metacognitive development and assessment, during which adolescents are involved in evaluation, reflection, and the transfer of learning to comparable and extended experiences Technology connectionsMultiple examples illustrate these interacting social, affective, and cognitive dimensions of an environment that is conducive to adolescent learning. This handbook also provides strategies for promoting transfer of learning to new contexts and more practical ideas for putting brain-based, adolescent-centered teaching into practice.

Transformative Approaches to Social Justice Education is a book for anyone with an interest in teaching and learning in higher education from a social justice perspective and with a commitment to teaching all students. This text offers a breadth of disciplinary perspectives on how to center difference, power, and systemic oppression in pedagogical practice, arguing that these elements are essential to knowledge formation and to teaching. Transformative Approaches to Social Justice Education is structured as an ongoing conversation among educators who believe that teaching from a social justice perspective is about much more than the type of readings and assignments found on course syllabi. Drawing on the broadest possible definition of curriculum transformation, the volume demonstrates that social justice education is about both educators’ social locations and about course content. It is also about knowing students and teaching beyond the traditional classroom to meaningfully include local communities, social movements, archives, and colleagues in student and academic affairs. Premised on the notion that continuous learning and growth is critical to educators with deep commitments to fostering critical consciousness through their teaching, Transformative Approaches to Social Justice Education offers interdisciplinary and innovative collaborative approaches to curriculum transformation that build on and extend existing scholarship on social justice education. Newly committed and established social justice pedagogues share their experiences taking up the many difficult questions pertaining to what it means for all of us to participate in shaping a more just, shared future.

Equity expertise from premier educators This resource showcases key chapters from critically acclaimed Corwin publications written by stellar authors. These renowned educators believe in making education accessible and successful for all students and ultimately creating a stronger democratic society. Offering a unique perspective on overcoming barriers to student achievement, they share academic research, creative ideas, and concrete, practical strategies. Key topics include: The tools of cultural proficiency Courageous conversations about race How to analyze data to uncover and eliminate inequities Equity audits Powerful classroom strategies Reflecting on practice

Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.

Meaningful interaction between teachers and students is crucial to any educational environment, and particularly so in intercultural settings. When educators take steps to incorporate culturally responsive teaching into their classrooms, student learning is enriched and improved. The Handbook of Research on Effective Communication in Culturally Diverse Classrooms focuses on the significance of cultural sensitivity toward diverse students and the importance of communication to increase the overall educational experience. Highlighting key concepts relating to curriculum design, teaching models, and critical pedagogies in transcultural classrooms, this book is a pivotal reference source for teachers, teacher educators, and researchers interested in the impact of intercultural communication in learning environments.

Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield