Human diversity in education : an intercultural approach

著者

書誌事項

Human diversity in education : an intercultural approach

Kenneth H. Cushner, Averil McClelland, Philip Safford

McGraw-Hill Education, c2019

9th ed

大学図書館所蔵 件 / 全1件

この図書・雑誌をさがす

注記

Includes bibliographical references and index

内容説明・目次

内容説明

Human Diversity in Education: An Intercultural Approach prepares teachers and other human-service providers to teach and interact more effectively with the diverse pool of students they are certain to encounter, and help them to create an accepting and welcoming learning environment for all. It uses a research-based approach with cross-cultural and intercultural emphasis. The ninth edition provides a broad treatment of the various forms of diversity common in today's schools, including nationality, ethnicity, race, religion, gender, social class, language acquisition and use, sexual orientation, health concerns, and disability. We also maintain its research-based approach, with an increased cross-cultural and intercultural emphasis. We continue to stress that it is both at the level of the individual teacher as well as the organizational structure of the school where significant change must occur with regard to how diversity is understood and accommodated. Instructors and students can now access their course content through the Connect digital learning platform by purchasing either standalone Connect access or a bundle of print and Connect access. McGraw-Hill Connect (R) is a subscription-based learning service accessible online through your personal computer or tablet. Choose this option if your instructor will require Connect to be used in the course. Your subscription to Connect includes the following: SmartBook (R) - an adaptive digital version of the course textbook that personalizes your reading experience based on how well you are learning the content. Access to your instructor's homework assignments, quizzes, syllabus, notes, reminders, and other important files for the course. Progress dashboards that quickly show how you are performing on your assignments and tips for improvement. The option to purchase (for a small fee) a print version of the book. This binder-ready, loose-leaf version includes free shipping.

目次

Table of Contents: Part 1 Foundations for Teaching in an Increasingly Intercultural Context Chapter 1 Education in a Changing Society Case Study: Samantha Carter's Diversity Class The Reality of Social Change Institutions in Transition The Impact of Specific Changes on Basic Institutions Rethinking Schools and Learning: The Effort to Reform Our Schools The Difficulty of Change Ideological Perspectives on Multicultural Education Goals of This Book Goal 1: To Recognize Social and Cultural Change Goal 2: To Understand Culture, Learning, and the Culture-Learning Process Goal 3: To Improve Intergroup and Intragroup Interactions Goal 4: To Transmit Intercultural Understanding and Skills to Students The Role of Stories, Cases, and Activities Stories Case Studies and Critical Incidents Summary Chapter Review Key Terms Reflective Questions References Chapter 2 Multicultural and Global Education: Historical and Curricular Perspectives Historical Perspectives on Diversity in the United States We Have Been Different From the Beginning Case Study Industrialization, Immigration, and Religious Pluralism The Civil War: Freedmen's Schools and the Issue of Race Historical Perspectives on Approaches to Diversity in U.S. Schools Anglo-Conformity and Assimilationist Ideology Multiculturalism and Pluralist Ideology: The Civil Rights Movement and the Schools The Emergence of Global Education in the United States Multicultural and Global Education: Differences and Similarities Challenges to Multicultural and Global Education in American Schools The Difficulties of Change Ideological Resistance to Broader Perspectives Ideological Shifts in Governmental Politics from Liberal to Conservative Internationalization in Higher Education Intercultural Education and the Preparation of Teachers in Higher Education The Impact of Global Perspectives on American Education Summary Chapter Review Key Terms Active Exercise Reflective Questions References Chapter 3 Culture and the Culture-Learning Process Exploring the Concept of Culture Case Study: Beechland Heights: A Thought Experiment Defining Culture Culture in Everyday Use Commonalities in Definitions of Culture Humans Construct Culture Culture Is Shared Culture Is Both Objective and Subjective Culture Is Nurtured Applying the Concept of Culture Culture-Specific Versus Culture-General Frameworks The Culture-Learning Process What Is Learned: The Sources of Cultural Knowledge How Culture Is Learned: The Socializing Agents When Culture Is Learned: The Process of Socialization Primary Socialization and Cultural Similarities Secondary Socialization Some Consequences of Socialization Perception and Categorization Some Limits on Socialization Understanding Cultural Differences Variations in Cultural Environments: Returning to Beechland Heights Variations in Cultural Attributes, Socializing Agents, and Cultural Learners Summary Chapter Review Key Terms Active Exercise Refl ective Questions References Chapter 4 Classrooms and Schools as Cultural Crossroads Case Study: Melinda's Induction Year Dilemma Schools and Classrooms: Where Cultures Intersect Student Culture Teacher Culture Parent Culture School Culture Teachers as Cultural Mediators Cross-Cultural Adaptation Acculturation and Identity Themes From Cross-Cultural Psychology A Model of Intercultural Interaction Stage 1: Understanding Emotional Responses in Intercultural Interaction Stage 2: Understanding the Cultural Basis of Unfamiliar Behavior Stage 3: Making Adjustments and Reshaping Cultural Identity Applying the Culture-General Model Identifying Commonalities Among Groups Identifying Differences Within a Group Critical Incidents at Wake Central High Discussion of Critical Incidents Summary Chapter Review Key Terms Active Exercise Reflective Questions References Chapter 5 Intercultural Development: Considering the Growth of Self and Others Intercultural Competence Case Study: Dissent at Maplewood School Developing Intercultural Sensitivity Ethnocentric Stages of the DMIS Ethnorelative Stages of the DMIS Where are You, and Most Teachers, on the Intercultural Continuum? Critical Incidents at Maplewood Summary Chapter Review Key Terms Active Exercise Refl ective Questions References Part 2 Multicultural Teaching in Action Chapter 6 Creating Classrooms That Address Race and Ethnicity Case Study: The Chameleon Lay Versus Scientifi c Understanding of Race and Ethnicity Pedagogies: Old and New Roles: Old and New Place of Content Knowledge: Old and New Assessment: Old and New Understanding Prejudice and Racism The Functions of Prejudice Prejudice Formation: The Components of Prejudice How Children Learn Prejudice Extreme Cases of Prejudice Strategies for Prejudice Reduction Parent and Teacher Talk Curriculum Transformation Improving Social Contact and Intergroup Relations 180Some Cautions in Applying the Contact Hypothesis Increasing Cognitive Sophistication Improving Self-Confi dence and Self-Acceptance Increasing Empathy for and Understanding of Others Comprehensive Programs That Improve Intergroup Relations Antibias Education for Young Children Cooperative Learning A World of Difference Facing History and Ourselves Critical Incidents Summary Chapter Review Key Terms Active Exercise Classroom Activities Refl ective Questions References Chapter 7 The Classroom as a Global Community: Nationality and Region Case Study: A Global Classroom Education in a Global Society What Is Globalization? Characteristics of Globalization Teaching With a Global Purpose Education for a Global Perspective How Do We Achieve the Cognitive Demands Required for a Global Mind-Set? Is Technology Facilitating a Global Mind-Set? Curriculum Transformation: The International Perspective Perspective Consciousness State of the Planet Awareness Cross-Cultural Awareness Knowledge of Global Dynamics or World Systems Awareness of Human Choice What, Specifi cally, Should Students Study? Characteristics of a Global Classroom Pedagogies: Old and New Roles: Old and New Place of Content Knowledge: Old and New Assessment: Old and New </ span> Teaching the Global Perspective Comprehensive International Education Frameworks Programs for the K-12 Context International Baccalaureate Organization (IBO) Asia Society/EdSteps Programs for Teacher Education Programs That Link Schools Perspectives on a Globally Oriented Curriculum Ethical Concerns Summary Chapter Review Key Terms Active Exercise

「Nielsen BookData」 より

詳細情報

ページトップへ