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Multicultural Resource Project

Diversity & The Curriculum

E-Resources:

• Goroski, P. (2004). Multicultural Pavilion
  http://www.edchange.org/multicultural/

  Through the Multicultural Pavilion, I strive to provide resources for educators, students, and activists to explore and discuss multicultural education; facilitate opportunities for educators to work toward self-awareness and development; and provide forums for educators to interact and collaborate toward a critical, transformative approach to multicultural education. The Pavilion was created by Paul Gorski in 1995 with inspiration from Bob Covert, Charlene Green, Allen Saunders, and other colleagues at the University of Virginia.

• National Assocation for Multicultural Education (NAME)
  http://www.nameorg.org

  The Founders of NAME envisioned an organization that would bring together individuals and groups with an interest in multicultural education from all levels of education, different academic disciplines and from diverse educational institutions and occupations. NAME today is an active, growing organization, with members from throughout the United States and several other countries. Educators from preschool through higher education and representatives from business and communities comprise NAME's membership. Members in 22 states have formed NAME chapters and more chapters are currently being organized.

   

Books, Book Chapters, & Journal Articles:

• Adams, M. (1992). Promoting diversity in college classrooms : innovative responses for the curriculum, faculty, and institutions. San Francisco: Jossey-Bass.

  This volume takes up with the earlier volume, Teaching for Diversity, left off but retains the focus of the New Direction in Teaching and Learning source books on the classroom and the campus context for the classroom. Organized into three main sections, it presents several new perspectives on teaching practice in Part One, descriptive and narrative on accounts of curricular and teaching innovations in Part Two, and a range of shared learnings from public university, community college, and private college Multicultural change proces in Part Three.

• Adams, M. (2000). Readings for diversity and social justice. New York ; London: Routledge.

  The first reader to cover the scope of oppressions in America, Readings for Diversity and Social Justice covers six thematic issues: racism, sexism, Anti-Semitism, heterosexism, classism and ableism. The Reader contains a mix of short personal and theoretical essays as well as entries designed to challenge students to take action to end oppressive behavior and to affirm diversity and racial justice. Each thematic section is broken down into three divisions: Contexts; Personal Voices; and Next Steps and Action. The selections include over 90 essays from some of the foremost names in the field-bell hooks, Cornel West, Michael Omi, Iris Marion Young, Gloria Anzaldua, Michelle Fine, Gloria Steinem, Richard Rodriguez, Beverly Daniel Tatum, Michael Kimmel, Patricia Hill Collins and many other distinguished scholars.

• Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice : a sourcebook. New York: Routledge.

  Teaching for Diversity and Social Justice is a much needed resource that addresses the need to facilitate communication and understanding between members of diverse social groups. It provides a unified framework by which students can engage and critically analyze several forms of social oppression and discrimination.

  Divided into five parts, the Seventh Edition emphasizes that the main goal of the multicultural curriculum should be to help readers develop the ability to make reflective decisions so that they can, through thoughtful action, influence their personal, social and civic worlds and help to make them more democratic and just. The book is designed to help teachers conceptualize, design, and implement a democratic, thoughtful, and just curriculum that honors and reflects the experiences, hopes, and dreams of all Americans. It describes knowledge, concepts, strategies, and resources that teachers need to teach ethnic studies in the classroom. For classroom teachers at all levels, and those interested in gaining a better understanding of multicultural studies in the classroom.

• Banks, J. A. (2002). An introduction to multicultural education (3rd ed.). Boston: Allyn and Bacon.

  Divided into five parts, the Seventh Edition emphasizes that the main goal of the multicultural curriculum should be to help readers develop the ability to make reflective decisions so that they can, through thoughtful action, influence their personal, social and civic worlds and help to make them more democratic and just. The book is designed to help teachers conceptualize, design, and implement a democratic, thoughtful, and just curriculum that honors and reflects the experiences, hopes, and dreams of all Americans. It describes knowledge, concepts, strategies, and resources that teachers need to teach ethnic studies in the classroom. For classroom teachers at all levels, and those interested in gaining a better understanding of multicultural studies in the classroom.

• Bowe, F. (2000). Universal design in education : teaching nontraditional students. Westport, Conn.: Bergin & Garvey.

  By taking simple steps in advance of teaching, educators can greatly expand the appeal of instruction on all levels, from K-12 school through colleges and universities to adult or continuing education programs. Using disks, Web pages, language translation software, listservs, and other steps can lower the cost of accommodating to the diverse needs of students with disabilities, older students, students from different cultures, and students with different learning styles, while at the same time enhancing the quality of instruction.

• Dilg, M. (1999). Race and culture in the classroom : teaching and learning through multicultural education. New York: Teachers College Press.

  In Race and Culture in the Classroom, Mary Dilg, a high school English teacher, takes us on a self-reflective and critical journey of multicultural education in action, where we explore the possibilities and the limitations of such pedagogy through her experiences and those of her students. In her examination of multicultural teaching, the author brings to the forefront whom teachers teach and learn with, reminding us of the age of the audience, their sociocultural circumstances, and their histories.

• Freire, P. (1993). Pedagogy of the oppressed (New rev. 20th-Anniversary ed.). New York: Continuum.

  bell hooks, one of America's leading black intellectuals, shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratcic participation.

• Grant, C. A., & Ladson-Billings, G. (1997). Dictionary of multicultural education. Phoenix, Ariz.: Oryx Press.

  Multiculturalism is one of the most widely discussed concepts in education today. Now, educators, university students, scholars, or anyone interested in multiculturalism can turn to the Dictionary of Multicultural Education to gain further information on and understanding of this important field. As the authoritative reference work on the subject, the Dictionary includes in-depth explanations of the history, use, and implications of more than 150 terms as defined by scholars prominent in the field. This reference work comprises terms of relevant legislation, educational-theoretical concepts and methodologies, and sociopolitical movements and conditions.

• hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

  In Teaching to Transgress, bell hooks--writer, teacher, and insurgent black intellectual--writes about a new kind of education, education as the practice of freedom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal.

  bell hooks speaks to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom?
  Full of passion and politics, Teaching to Transgress combines a practical knowledge of the clsasroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise critical questions about eros and rage, grief and reconciliation, and the future of teaching itself.
  

• Hurtado, S., Milem, J. F., Clayton-Pedersen, A. R., Allen, W. R., ERIC Clearinghouse on Higher Education, & Association for the Study of Higher Education. (1999). Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education.Unpublished manuscript, Washington, DC: Graduate School of Education and Human Development, The George Washington University.

  This monograph is based on the assumption that achieving diversity and educational equity will remain one of higher education's most critical goals as we move into the next millennium. It provides college administrators, faculty members, and students with information that can guide them in improving the climate for diversity on their campus.

• Loewen, J. W. (1995). Lies my teacher told me : everything your American history textbook got wrong. New York: New Press : Distributed by Norton.

  Americans have lost touch with their history, and in this thought-provoking book, Professor James Loewen shows why. After surveying twelve leading high school American history texts, he has concluded that not one does a decent job of making history interesting or memorable. Marred by an embarrassing combination of blind patriotism, mindless optimism, sheer misinformation, and outright lies, these books omit almost all the ambiguity, passion, conflict, and drama from our past. In ten powerful chapters, Loewen reveals that:

  The United States dropped three times as many tons of explosives in Vietman as it dropped in all theaters of World War II, including Hiroshima and Nagasaki; Ponce de Leon went to Florida mainly to capture Native Americans as slaves for Hispaniola, not to find the mythical fountain of youth; Woodrow Wilson, known as a progressive leader, was in fact a white supremacist who personally vetoed a clause on racial equality in the Covenant of the League of Nations; The first colony to legalize slavery was not Virginia but Massachusetts. From the truth about Columbus's historic voyages to an honest evaluation of our national leaders, Loewen revives our history, restoring to it the vitality and relevance it truly possesses.

• Maher, F. A., & Tetreault, M. K. T. (2001). The feminist classroom : dynamics of gender, race, and privilege (Expanded ed.). Lanham, MD: Rowman & Littlefield.

  The issues explored in "The Feminist Classroom" are as timely and controversial today as they were when the book first appeared six years ago. This expanded edition offers new material that rereads and updates previous chapters, including a major new chapter on the role of race. The authors offer specific new classroom examples of how assumptions of privilege, specifically the workings of unacknowledged whiteness, shape classroom discourses. This edition also goes beyond the classroom, to examine the present context of American higher education.

• Marchesani, L., & Adams, M. (1992). Dynamics of diversity in the teaching-learning process. In M. Adams (Ed.), Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty and institutions. (Vol. 52, pp. 145). San Francisco: Jossey-Bass.

  This chapter describes a four-part model of the dynamics of teaching and learning that have particular relevance to social and cultural diversity in college classrooms: (1) Students - knowing one¹s students and understanding the ways that students from various social and cultural backgrounds experience the college classroom. (2) Instructor - knowing oneself as a person with a prior history of academic socialization interacting with a social and cultural background and learned beliefs. (3) Course content - creating a curriculum that incorporates diverse social and cultural perspectives. (4) Teaching methods - developing a broad repertoire of teaching methods to address learning styles of students from different social backgrounds. This model can be used by teachers as a framework, organizer, and diagnostic tool for classroom experience. It can also be used as a framework for faculty development workshops, as well as help manage the extensive new literature about multiculturalism in higher education.

• Schoem, D. L. (1993). Multicultural teaching in the university. Westport, Conn.: Praeger.

  This important new book includes more than twenty essays by faculty from different disciplines, each articulating the multiple dimensions and components of multicultural teaching. Teachers discuss their own teaching methods and classes in terms of course content, process and discourse, and diversity among faculty and students in the classroom. This volume integrates new scholarship that reflects a more expansive notion of knowledge, and suggests new ways to communicate with diverse populations of students.

• Schoem, D. L., & Hurtado, S. (2001). Intergroup dialogue : deliberative democracy in school, college, community, and workplace. Ann Arbor: University of Michigan Press.

  Intergroup Dialogue is geared toward people working for peace, social justice and diverse democracy. It presents theory, practice, research and evaluation of intergroup dialogue programs, as well as case studies of organizations that have implemented such programs. It is especially useful for anybody working with campus mediation programs.

  In the first chapter of the book, titled "Intergroup Dialogue: Democracy at Work in Theory and Practice", David Schoem, Sylvia Hurtado, Todd Sevig, Mark Chesler and Stephen H. Sumida discuss the history, definition and current use of intergroup dialogue.

• Shor, I. (1987). Freire for the classroom : a sourcebook for liberatory teaching (1st ed.). Portsmouth, NH: Boynton/Cook.

  An anthology of essays by teachers using Paulo Freire's methods in their classrooms.

• Sleeter, C. E., & Grant, C. A. (2003). Making choices for multicultural education : five approaches to race, class, and gender (4th ed.). New York: J. Wiley & Sons.

  This leading book examines the meaning of multicultural education from historical and conceptual perspectives. It provides a thorough analysis of the theory and practice of five major approaches to dealing with race, language, social class, gender, disability, and sexual orientation in today's classrooms.

• Takaki, R. T. (1993). A different mirror: Ahistory of multicultural America (1st ed.). Boston: Little Brown & Co.

  Takaki traces the economic and political history of Indians, African Americans, Mexicans, Japanese, Chinese, Irish, and Jewish people in America, with considerable attention given to instances and consequences of racism. The narrative is laced with short quotations, cameos of personal experiences, and excerpts from folk music and literature. Well-known occurrences, such as the Triangle Shirtwaist Factory Fire, the Trail of Tears, the Harlem Renaissance, and the Japanese internment are included. Students may be surprised by some of the revelations, but will recognize a constant thread of rampant racism. The author concludes with a summary of today's changing economic climate and offers Rodney King's challenge to all of us to try to get along.

• Zinn, H. (2003). A people's history of the United States : 1492-present ([New ]. ed.). New York: HarperCollins.

  Known for its lively, clear prose as well as its scholarly research, A People's History of the United States is the only volume to tell America's story from the point of view of -- and in the words of -- America's women, factory workers, African Americans, Native Americans, working poor, and immigrant laborers.