Includes bibliographical references (p. 217-228) and indexes.

" [...] This book, designed for use in teacher preparation courses, unites developmental psychology and diversity. It helps teachers recognize that success in culturally diverse classrooms often depends on their ability to perceive diversity as the norm and to view it as fundamental to all aspects of schooling. In planning this book, the intention was to produce a volume grounded in scholarship but written in a language that helps teachers understand why the experiential histories of racially, ethnically, linguistically, and culturally diverse teachers and students shape the teaching-learning process. An assumption is made that all teachers can begin and most can evolve into culturally competent educators. However, being conscious of the journey from novice to expert and taking ownership of the hard work, relentless commitment, and high investment of time and energy is also required.

Research on teacher learning shows that teachers learn from interactions with others (Putnam & Borko, 2000; Resnick, 1991). Resources that encourage dialogue provide teachers with opportunities to share learning and performance. These encounters increase the likelihood that new insights about the teaching-learning process will be incorporated into practice. Therefore, the substantive content and the structural design of this text is organized as a resource to increase cultural knowledge and to encourage discussion on specific pedagogical issues, while simultaneously advancing exposure to diverse perspectives needed to reframe teaching-learning events to serve more children.

Three major goals guide this text. 1. To help teachers acknowledge their responsibility to create and sustain social, emotional, and cognitive conditions in classrooms where children from different ethnic, linguistic, and cultural groups can learn what is intended.
2. To heighten teachers' understandings of the role of culture and language in schooling and to acknowledge the significance of ethnicity in the social and cognitive development of students.
3. To instill in teachers cognitive attitudes or patterns of thinking and skills needed to guide culturally inclusive teaching decisions.
[..]" (Preface, xxi)

CONTENTS

Foreword

Preface

Acknowledgements

PART ONE Introduction to Diversity Pedagogy

1- Student Learning and Culture

Culture as a Socialization Process
The Power of Culture
The Maintenance of Culture

Classroom Applications
Examining Personal Thinking Habits
Observing Student Response to Instruction
Assuming Responsibility for Pedagogical Knowledge

Conclusion

Recommended Readings

2 - Diversity Pedagogy

Dimensional Elements of Diversity Pedagogy

Teacher Pedagogical Behaviours

Student Cultural Displays

Conceptualization of Diversity Pedagogy

Relationship among Culture, Cognition, Teaching, and Learning

Classroom Applications
Selecting a Diversity Ideology
Centering Students in the Teaching-Learning Process

Conclusion

Recommended Readings

PART TWO Diversity Pedagogy Dimensions

3 - Diversity: Developping Consciousness of Differences

Diversity Pedagogy Dimension 1: Diversity/Consciousness of Differences

Teacher Pedagogical Behaviours
Family Diversity
Socioeconomic Status
Sexual Orientation
Gender
Ability Differences

Student Cultural Displays
Development of Prejudicial Thinking
Gender Development and Cultural Gender Information

Classroom Applications
Examining Student Responses to Differences
Respecting Diversity in Self and Others
Providing Experiences Valuing Diversity

Conclusion

Recommended Readings

4 - Identity: Understanding Ethnic Identity Development

Diversity Pedagogy Dimension 2: Identity/Ethnic Identity Development

Teacher Pedagogical Behaviours
Identity
Human Development
Race, Racial Groups, and Racial Identity

Student Cultural Displays
Ethnic Identity
Ethnic Identity in a Culturally Pluralistic Society
Formation and Development of Ethnic Identity
Ethnicity and School Practices

Classroom Applications
Recognizing Cultural Positioning
Examining Classroom Climate and Curricular Content

Conclusion

Recommended Readings

5 - Social Interactions: Improving Interpersonal Relationships

Diversity Pedagogy Dimension 3: Social Interactions/ Interpersonal Relationships

Teacher Pedagogical Behaviours
The Role of Friendship
Peer Friendship Development
Factors Influencing Friendship Selections

Student Cultural Displays
Gender Preferences
Race and Friendship Choices
Social Isolation

Classroom Applications
Acknowledging the Importance of Friendships
Recognizing Harmful Behaviours and Intervening

Conclusion

Recommended Readings

6 - Culturally Safe Classroom Context: Advancing Self-Regulated Learning

Diversity Pedagogy Dimension 4: Culturally Safe Classroom Context/Self-Regulated Learning

Teacher Pedagogical Behaviours
Classroom Management and Discipline
Creating Culturally Comfortable Classroom

Student Cultural Displays

Self-Regulated Learning
Culture and Self-Regulation

Classroom Applications
Establishing an Emotional Climate
Enabling Self-Discipline
Involving Students in the Physical Context
Developing Strategies for ''At-Risk'' Students

Conclusion

Recommended Readings

7 - Language: Creating Conditions for Language Learning

Diversity Pedagogy Dimension 5: Language/Language Learning

Teacher Pedagogical Behaviours
Language and Culture
Language Diversity
Language Instruction in Schools

Student Cultural Display
First-Language Acquisition
Second-Language Acquisition
Language Loss

Classroom Applications
Valuing Students' Linguistic Knowledge
Promoting Language Development
Building Language Continuity

Conclusion

Recommended Readings

8 - Culturally Inclusive Content: Expanding Knowledge Acquisition

Diversity Dimension 6: Culturally Inclusive Content/Knowledge Acquisition

Teacher Pedagogical Behaviours
Purpose of Schooling
Instructional Resources
Limits of Inclusion
Analysis of Ideological Perspectives
Adaptation of Curricular Content

Student Cultural Displays
Knowledge Acquisition
Academic Goals and Standards

Classroom Applications
Observing Students' Response to Materials
Acknowledging Students' Cultural Knowledge
Building Home and School Relationships
Exploring Culture, Ethnic, and Linguistic Backgrounds

Conclusion

Recommended Readings

9 - Instruction: Developing Reasoning Skills

Diversity Pedagogy Dimension 7: Instruction/Reasoning Skills

Teacher Pedagogical Behaviours
Intellectual Standards
Reframing Instruction

Student Cultural Displays
Understanding How Children Learn
Cultural Variations in Approaches to Learning
Characteristics of Cultural Learning Preferences
Types of Intelligence

Classroom Applications
Promoting Intellectual Growth
Incorporating Students' Learning Preferences
Using Prior Knowledge in Learning Events

Conclusion

Recommended Readings

10 - Assessment: Encouraging Student Self-Evaluation

Diversity Pedagogy Dimension 8: Assessment/Self-Evaluation

Teacher Pedagogical Behaviours
The Achievement Gap
Classroom Assessment Strategies

Student Cultural Displays
Student Self-Evaluation

Classroom Applications
Improving Instruction through Assessment
Addressing Diversity in Assessment
Building Home and School Relationships
Involving Students in Self-Evaluation

Conclusion

Recommended Readings

12 - Linguistic Strengths of Mexican American Students

Advanced Placement Spanish Class
Year One: 1989-1990
Year Two: 1990-1991
Year Three: 1991-1992

Diversity Pedagogy Dimensions
Dimension 1: Diversity/Consciousness of Differences

Dimension 2: Identity/Ethnic Identity Development
Dimension 3: Social Interactions/Interpersonal Relationships
Dimension 4: Culturally Safe Classroom Context/Self-Regulated Learning
Dimension 5: Language/Language Learning
Dimension 6: Culturally Inclusive Content/Knowledge Acquisition
Dimension 7: Instruction/Reasoning Skills
Dimension 8: Assessment/Self-Evaluation

Conclusion

Recommended Readings

Glossary

References

Author Index

Subject Index