ISE Human Diversity in Education

Kenneth Cushner is Professor of Education in the College and Graduate School of Education, Health and Human Services at Kent State University, Kent, Ohio, USA. In addition to this text, Dr. Cushner is author or editor of several books and articles in the field of intercultural education and training, including: Intercultural Student Teaching: A Bridge to Global Competence, (2007, Rowman Littlefield); Human Diversity in Action: Developing Multicultural Competencies in the Classroom, 3rd edition (2006, McGraw-Hill); International Perspectives on Intercultural Education (1998, Lawrence Erlbaum Associates); Improving Intercultural Interactions: Modules for Cross-Cultural Training Programs, volume 2 (with Richard Brislin, Sage Publications, 1997), and Intercultural Interactions: A Practical Guide, 2nd edition (with Richard Brislin, Sage Publications, 1996). A former East-West Center Scholar, he is a frequent contributor to the professional development of educators through writing, workshop presentations, and travel program development. He is a Founding Fellow and Past-President of the International Academy for Intercultural Research, and past Director of COSTthe Consortium for Overseas Student Teaching, which regularly sends students to student teach in 16 countries. In his spare time, Dr. Cushner enjoys music (percussion and guitar), photography, and travel. He has developed and led intercultural programs on all seven continents. Averil McClelland is currently Associate Professor and Coordinator of the Cultural Foundations of Education program in the College and Graduate School at Kent State University from which she received her Ph.D. Dr. McClelland has had extensive experience in curriculum design and program evaluation, as well as experience with addressing issues of gender and education and cultural diversity in education. In addition to this text, she is the author of The Education of Women in the United States: A Guide to Theory, Teaching, and Research (Garland, 1992), as well as a number of articles in scholarly journals. She received the Distinguished Teaching award from Kent State University in 1996, and has a long-standing relationship with the National First Ladies Library, where she develops web-based curricula based on the lives of the nations 44 First Ladies. Her special interests are the history, sociology, and politics of education, the reconstruction of teacher education, and internationalizing the college curriculum for pre-service and practicing teachers. Philip Safford, Adjunct Professor of Psychology at Case Western Reserve University, is Emeritus Professor and former chair of Special Education at Kent State University. Prior to earning his Ph.D. through the Combined Program in Education and Psychology at the University of Michigan, with specialization in special education and child development, he had been a teacher and administrator in residential treatment programs for children with emotional disorders. Dr. Safford has authored or edited six books and numerous articles dealing with special education history, early intervention for young children with disabilities, and related topics. He has directed or co-directed a number of training, research, and demonstration projects in special education supported by federal and state grants.

 

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