EDU
8678-001
Multiculturalism, Gender, and Inclusion in Schools
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Fall,
2003 Wednesday, Credit
Hours: 3
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Professor: Dr. Edward Garcia Fierros Phone: 610 519-6969 Email: Edward.Fierros@villanova.edu Office: St. Augustine Center for the
Liberal Arts Room 359 Office Hours: by appointment URL: http://www.homepage.villanova.edu/Edward.Fierros |
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Required Texts: 1) Couhtino and Rupp, (1999) Inclusion, The
Integration of Students with Disabilities 2) Delpit, L.D. (1995) Other people's children: cultural conflict in the classroom. New York
NY: New Press. 3) Sadker, M. & Sadker,
D. (1994). Failing at Fairness. 4) Banks, J. (2002). An introduction to multicultural
education. Needham Heights, MA: Allyn &
Bacon. 5) Readings as Assigned |
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Course Description:
An investigation of the complex issues of race, culture, gender,
sexual orientation, and special education through intellectual inquiry and
study. Students in the course will investigate
the philosophical, theoretical, and historical foundations of multicultural
education, gender education, and special education. |
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Course Objectives: The students will develop
a well-grounded framework for understanding cultural and community diversity
and special education and know how to learn about and incorporate students’
experiences, cultures, and community resources into instruction (INTASC Core
Principles, 2002). 1.
To explore the history and purpose of multicultural education in
society. 2.
To develop a personal philosophy regarding multicultural education. 3.
To research and collect resources, ideas, and learning activities
pertinent to multicultural education. 4.
To identify teaching practices maximizing learning for women students. 5.
To examine the history and purpose of special education in the U.S. 6.
To fashion a personal philosophy regarding special education issues. 7.
To investigate and collect resources, ideas, and teaching activities
pertinent to special education These
goals reflect Villanova University’s strategic goals of cultural
diversification. Pennsylvania Teacher Standards: Planning instruction which
promotes problem analysis, critical thinking, creativity, leadership
development and decision making based upon: subject matter, organization and
integration of content and the relationship of content to educational, career
and life goals, students and their learning, motivation, supervision and
guidance with emphasis on human behavior and development, individual
differences, diversity and the special needs of the exceptional student, the
community and community resources, current educational standards and
practices. INTASC STANDARD: Standard 3,
Diverse Learners. The
teacher understands how learners differ in their approaches to learning and creates
instructional opportunities that are adapted to learners from diverse
cultural backgrounds and with exceptionalities. |
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INTRODUCTION Methodology: The
Multiculturalism, Gender, and Inclusion
in Schools course is designed as a lecture/discussion course. Typically each class consists of
student-focused discussion groups in a modified seminar. Students will be asked to conduct
thoughtful discussion of the assigned topics. The course experience will be
cooperative in nature, with students working in small groups on discussion
themes, toward resolution of issues and debates raised in class and in the
readings. Class assignments will
include critical reviews of relevant books and journals, classroom
assignments, and two writing assignments that together make up a final course
project portfolio. The project
portfolio addresses the three themes of the course (i.e., multiculturalism,
gender, and inclusion). |
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COURSE FORMAT The
course will include multiple instructional approaches including: lecture, discussion,
small group activities, presentation, and critical reflection activities. |
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Tentative Calendar – The professor reserves the
right to change the syllabus at any time during the semester. You will be informed of any changes (e.g.,
films) |
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Dates |
Topic |
Readings (to be read before class) ¿ = Available via electronic readings at Falvey
Library. GROUP LETTERS REFER TO DISCUSSION
LEADERS AND EDITING ASSOCIATE |
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8/27 |
· Syllabus Review Questions?
Questions? Questions? · Discussion Group Assignments · Inventory of Cross-Cultural
Sensitivity · FILM: ESCUELA |
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9/3 |
Dimensions,
History, and Goals of Multiculturalism Keith MacConnell Kevin Fagan |
Banks
(2002) An introduction to multicultural
education. Needham Heights, MA: Allyn &
Bacon. p. 1-60. GROUP A |
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9/10 |
· Sociopolitical Context of
Multicultural Education · Culturally Responsive Teaching GROUP
B GROUP C Laura Finarelli DongDong
Liu |
¿ Nieto, (2000) Affirming
Diversity, The Sociopolitical Context of Multicultural Education, p.
34-86 GROUP #B ¿ Gay (2000) Culturally
Responsive Teaching: Theory, Research, & Practice p. 1-44 GROUP #C |
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9/17 |
“Racism,
Discrimination, and Expectations of Students’ Achievement” Shaoyan Qi Karen Gebhardt |
Delpit, L. (1995) Other People’s Children. (1-167) GROUP #D |
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9/24 |
FILM
COLOR OF FEAR Katherine
Schaible Elizabeth
Elsas PROSPECTUS FOR FIELD PLACEMENT
PROJECT DUE |
Delpit, L. (1995) Other
People’s Children. (1-167) GROUP #E |
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10/1 |
Gender
and Sexuality: [Yale Film]
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Handout readings will be assigned
on 9/17 from Andersen & Collins (1998). Race, Class, and Gender. Dr. Fierros |
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10/8 |
Gender in
School Jacob Frechette |
Sadker & Sadker
(1994) Failing at Fairness. 1-160 GROUP #F |
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10/15 |
No Class
Fall Semester Break |
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10/22 |
Hidden
Lessons: The Miseducation of Boys Abbey Neff Wendi Wilson |
Sadker & Sadker
(1994) Failing at Fairness. 161-279
GROUP #G |
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10/29 |
Field
Placements Guest
Speaker TBA Work on
TIP Sheets |
Begin reading for next week. |
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11/5 |
Individual with Disabilities Education Act (IDEA) of 1990
(PL 101-476) 1.
Historical Background of Inclusive Education 2.
IDEA Implementation GROUP H GROUP I Christine Brady Valerie Interrante
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Couhtino and Rupp, (1999) Inclusion, The
Integration of Students with Disabilities, p. 9-36 – Couhtino and Rupp (1999) Inclusion, The Integration of Students
with Disabilities, p. 59-90 GROUP #H ¿ Winzer and Mazurek
(1994) Special Education in
Multicultural Contexts, p. 149-170. GROUP #I |
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11/12 |
Individual
Characteristics in Learning Styles Paper #1 DUE Rachel Rosenblum Kenneth Salamone |
Spinelli (2002) Classroom Assessment for Students with Special Needs in Inclusive
Settings, 3-45 GROUP #J Couhtino and Rupp (1999) Inclusion, The Integration of Students
with Disabilities, p. 313-388 |
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11/19 |
Individualized
Education Programs (IEP’s). |
¿ Stickland and Turnball, (1993). Developing
and Implementing Individualized Education Programs, 3-28 |
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12/3 |
Individual
Presentations |
Frechette, Schaible,
Wilson, Brady, Elsas, Gebhardt,
Qi, Liu, Interrante, Choi |
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12/10 |
Individual
Presentations |
Fagan, Coots, Moliver,
Finarelli, Neff, MacConnell,
Salamone, Rauchut, Rosenblum |
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Week of
Finals |
Paper #2 Due DECEMBER 17th |
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Late
Assignments: If you
must turn in an assignment late, you are expected to notify me in advance and
to be able to provide some proof of your trouble. If you do not satisfy these
criteria, your paper will be considered late and will be docked 10% of its
value for each day it is late.
Grading: Your course grade will be based
upon a standard conversion of the total points you have earned into a
corresponding letter grade, as follows:
A = 93% and
above B+ = 87-89% C+ =
77-79% D = 60-69%
A - = 90-92% B
= 83-86 C =
73-76 F = 59% and below
B - = 80-82 C - = 70-72
·
Demonstrate
understanding of the material in the text during class discussions. In-class participation, attendance, and
professionalism (complete individual and group classroom in-class activities) – 15%
·
Discussion
Group Leading – 10% (DATES AS ASSIGNED
AND SCHEDULED)
·
TIP
Sheet – 10% (DUE NOVEMBER 5, 2003)
·
Paper
#1 – 25% (DUE NOVEMBER 12, 2003)
·
Paper
#2 – 35% (DUE DECEMBER 17, 2003)
·
Presentation
5% (DECEMBER 3 & 10 AS SCHEDULED)
Reading Guidelines: Some questions you might consider are:
- What was the reading about?
- How is it important?
- What did you get from it or what do you think
you were supposed to get from it?
- Which of your own beliefs, opinions, values did it challenge or corroborate? How so? Will it
affect your practices as an educator? Why or why not?
- How are educational policies or how these
policies are view affecting the education system? What does this mean for
me as an agent of social justice.
For every class, you should prepare
an index card with the following: At least two questions raised
in your mind by the reading and a passage or line that you would like to
discuss in class (include the page #).
Cheating, Plagiarism: As a community committed to the
Augustinian ideals of truth, unity and love, Villanova University prides itself
on maintaining the highest standards of academic integrity and does not
tolerate any form of academic dishonesty or misconduct. Dishonesty (including
plagiarism) in any assignment, test or examination is punishable by the grade
of F and is to be reported, through the deans, to the Vice President for
Academic Affairs. A second offense will result in the dismissal of the student
from Villanova University.
Special Education Students
The Office
of Learning Support Services, in conjunction with faculty, provides reasonable
accommodations for students with various disabilities. Often students are hesitant to request
support since they have done so well through high school and are now part of a
competitive university. However,
disabilities are not something that you outgrow - it is something that you
learn to master.
In order to
obtain accommodations, students must register with the Learning Support Office
by submitting current documentation. To
ensure confidentiality, students must complete a Request for Accommodation Form
each semester at Villanova in order to receive accommodations during that
semester. Nothing can be shared with
your professors without your permission.
Call or email the office for an appointment. Phone: 610-519-5636
E-mail: nancy.mott@villanova.edu
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Leading Discussions Groups (10%) –
Dates as Assigned
You will be assigned to a group to
facilitate or lead the discussion. Your
group will be responsible for preparing the focus or theme for the class (or understand what the focus/theme
is as directed by the Dr. Fierros).
a)
Some
helpful guidelines
b)
create
a range of questions to ask students based on the reading - know the answers
c)
Ask
questions at different levels
d)
Don't
ask yes or no questions.
Question types includes:
·
factual
questions that are important and are stated clearly in the text
·
questions
that ask the student to figure out the authors main point
·
“what
if” questions
·
imaginative questions (if you were in this situation...)
·
questions
that help students to contextualize the material within the larger framework of
the course
·
questions that relate the day's material to material read on previous
days.
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EDU
8678 TIP Sheet Assignment (10%) - Due Date: November 5, 2003
Creating a TIP Sheet: For this
assignment you and your group will be assigned a specific category of student
to research. You will become an expert on this type of student and
investigate how to teach them effectively. In your group,
brainstorm research categories and possible resources. Produce a TIP
sheet to share with the rest of the class that meets the following criteria:
1. Characteristics of the specific
student population: For example, you would tell us their learning
strengths and weaknesses, behavior patterns or characteristics, attitude or
personality traits.
2. Instructional considerations: What methods
should a teacher use to teach this group of students? Which do not work?
Provide some examples.
3. Environmental consideration: What kind of
learning environment facilitates students performing at their best? (e.g.,
seating arrangements, placement in a classroom, atmosphere, teacher
interaction, or student interactions)
4. Management considerations: What types
of behavioral interactions are likely from this category? What should a teacher
do to manage productive behavior with these students?
5. Resources for continued study: Identify in
proper annotated bibliographic format: text, article and/or web sources for
continued professional growth in knowledge of these students. Include in brief
annotation: page numbers, web addresses, specific type
of information available in each source.
TIP sheets should be two pages in
length and easy to consult and use while teaching. Edit these papers until they
are perfect. Include the names of your group members at the top right, and the
student disability category as a title. Each sheet must have the five criteria
as bold face headings in the order listed above.
A
proper bibliographic entry for a web source includes this information:
Title, author(s), date, description (a
brief annotation including key ideas), URL, your evaluation, hints to users and
uses of material.
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Multiculturalism,
Gender, and Inclusion Paper Guidelines – Due November 12, 2003
1. Your paper should be in American Psychological
Association (APA) style, 12-15 pages long, typed and double-spaced (#10-12 font).
Each
paper should also include a one-page peer editing reflection that critically
examines and comments on your work. You will be paired up with another
student.
2. Paper Topic. This paper is a review of
research being conducted in an area of multiculturalism, gender, or
inclusion. This area should be of
interest to you.
Writing Guidelines: The course reflection papers will
be graded using the following guidelines:
Guidelines for Course
Paper #1
1.
The
individual research project must focus on an area that is different from your
field placement project.
2.
Select
research journals and examine your issue over a two-year period (or two
journals over a one-year period).
- The individual research project will provide you with
the practice of both writing and presenting your research project. It will
facilitate your mastery of theories and techniques that are important in
multicultural education, gender, or inclusion research. The research
project can be related to any topic in multicultural education, gender
education, or inclusion education, however if must focus on one or more
school-related aspect. For example, it could be related to your classroom
teaching, assessment and evaluation of some education activities for your
discipline, a mini-research project, or a historical in-depth
investigation of an area of multicultural education, gender education, or
inclusion education.
The purpose of this paper is to
provide you an opportunity to produce a coherent representation of your
understanding related to the goals for this course.
NO PROSPECTUS FOR PAPER #1
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Field Placement Project: Due on Finals Week – DEC 17
The Field
Placement Project is dependant on your particular student status. For those of you that are teaching now please
adapt your selected project to your classroom/school situation. For those of you that are not teaching field
placements will be identified for you.
Option 1)
Multicultural Field Experience Project
Field
Experience Project: Students
will experience and critically evaluate current practices of multicultural
education in the classrooms, community based and/or human service agencies,
business and industrial settings. Students are required to submit a prospectus
for the field experience to the instructor by September 24. The proposal must include a statement of: 1) Purpose
(what you are going to study); 2) Method (how you are going to study
it); 3) Population to be studied (general demographics as to: who,
age-range, SES, formal education, residence in Pennsylvania, etc.); 4).
Students will spend at least [X] hours in the
field setting while gathering data for their final presentation.
Objectives
1.
Students
will gain a broad knowledge base of the characteristics, educational
implications, and experiences of students of color.
2.
Students
will describe academic and behavioral characteristics of students of color and
reflect on the advantages and limitations of a variety of curricula,
intervention strategies and classroom management techniques designed to address
students’ academic learning, behavior, and communication.
Written
Report of Field Experience: A written report on the field experience is required. This report must
be at least 10 pages in length, typed, double spaced. In addition, a 1-2 page
written summary should be developed for distribution of copies for the members
of the class. This summary and the report itself must include 1, 2, and 3, as
described previously, (Purpose, Method, Population); and, in addition, 4) Date
collected; 5) Analysis of the data; and 6) Conclusions. You must share the
results of your field experience with the class by making an oral report (15
minutes maximum) which will be supplemented by your written summary.
Option 2) Special Education Field Placement Project
During the semester, we will examine
the needs of exceptional learners, the identification of specific learning
disabilities and special adaptations teachers can make in the regular inclusion
classroom. We will learn about the legal requirements of special education,
testing procedures, the development of Individualized Education Plans, and the
support systems and services offered by schools. As part of this process we
will engage in readings, discussions, and demonstrations.
You will follow a special needs
learner in your school to understand the diagnosis, nature of the student’s
needs, and types of services both prescribed and offered to the student by the
school. We will share student cases at the end of the term.
OBJECTIVES
1.
Students
will observe a continuum of service delivery options available to students with
disabilities.
2.
Students
will gain a broad knowledge base of the characteristics, educational
implications, and effects on development associated with disabilities.
3.
Students
will describe academic and behavioral characteristics of students with
disabilities and reflect on the advantages and limitations of a variety of curricula,
intervention strategies and classroom management techniques designed to address
students unique needs in the areas of academic learning, behavior,
communication, physical-motor development, self-help, independent living and
transition.
Instructions:
1.
Discuss the assignment and observations with your cooperating teacher. Identify
a student for observation using the definitions provided in Section B. DO NOT
USE THE STUDENT’S NAME ON ANY OBSERVATION FORM.
2.
Complete the observation form by objectively observing and recording brief,
factual, and bias-free data during your observation. If possible, observe the student in more than one setting (classroom, PE,
music, library). The descriptors provided under No. 5 will provide some
guidelines in writing your observations.
3.
Limit your comments; report only that which is necessary to get your point
across.
4.
Maintain professional conduct in safeguarding the confidentiality of the
student. Do not attempt to diagnose a student.
a. Do not
reveal the identity of the student.
b.
Maintain all information in strictest confidence.
c.
Do not discuss the assignment where you may be overheard and with individuals
not directly involved in your assignment.
d.
Be objective in your assignment; your acceptance of this student as an
individual should not be affected by this assignment.
5. The following descriptors will
provide some guidance in observing students.
a.
Personal Appearance: physical appearance; dress, general health, moods;
b.
Work Habits: attention span; ability to read, compute, analyze; follows
instructions; completes assignments; turns in assignments; works with others;
misplaces materials, texts; cooperates; on task;
c.
Leisure Habits: reads; doodles; does nothing; seeks attention; out of their
seat; suggests ideas for leisure time;
d.
Areas of Strength: personal interests, talents, skills, abilities;
e.
Areas of Weakness: physical/mental handicaps; inability to read, compute,
analyze; social, cultural, value conflict; off task; out of seat; noises;
f.
Peer Interactions : cooperates, teases others
g.
Teacher Interaction: approaches the teacher; does not approach the teacher;
seeks assistance; responds to teacher in class activities;
h. Student Reaction to Unusual Circumstances: strong disagreements; fights;
accidents; absences; fire drills;
i. Other Comments: tardiness; illness; called to office; cafeteria;
playground; parental visits to class.
6. You will complete [X] hours of observations.
7.
After observing special needs student(s) and recording the necessary
information, evaluate what you will need to teach a lesson’s objectives to this
special needs student. You will then make contact with those persons from the
school, the district, and/or the ESD who are the specialists to help you
incorporate strategies for (at least) one lesson plan to meet the needs of this
special needs student. Following the input from your cooperating teacher,
either teach or team-teach the lesson you have developed. Possible contact
persons are:
a.
District
Special Needs Specialist
b.
Building
Contact Person (Resource teacher, etc.)
3. School
District Person (Specialist for Special Needs Students)
Written
Report of Special Education Field Experience: A written report on the field experience is
required. This report must be at least 10 pages in length, typed, double
spaced. In addition, a 2-3 page written summary should be developed for
distribution of copies for the members of the class. This summary and the
report itself must include 1,2, and 3, as described
previously, (Purpose, Method, Population); and, in addition, 4) Date collected;
5) Analysis of the data; and 6) Conclusions. You must share the results of your
field experience with the class by making an oral report (15 minutes maximum)
which will be supplemented by your written summary.
Field Experience – General Information
1. Maintain an anecdotal log of observations during your
field placement. Incorporate your observations into the narrative of your final
report and include as an addendum to your report.
2. On the occasion of your last visit, try to schedule an
“exit” conference with your contact teacher to obtain his/her insights,
recommendations and to share your own observations and experiences with the
students. Ask that she/he share the evaluation letter with you. This is a
dress-rehearsal for your student teaching experience and is part of the
professional culture of teaching.
3. Write a thank-you letter to your contact teacher and one
to the class. Also write a letter to the building and/or program administrator.
Begin building a positive network in anticipation of your entry into the
profession. Please include these letters in your final report as part of the
addenda/appendix or attachment session.
Field Placement Products:
Field Placement Project Paper
Anecdotal Log of Observations
Presentation 12/3 & 12/10
You should
develop a descriptive and critical presentation of one of your two papers. The descriptive and critical presentation
should be 10 minutes in length. I encourage you to use some form of media in your
sharing.
Bibliography of Optional Readings and Resources
Armstrong, D. C. (1989). Basic design concepts. In Developing and documenting the curriculum. (pp.
54-58). Boston: Allyn and Bacon.
Armstrong,
D. G. (1989). Developing
and documenting the curriculum. Boston: Allyn and
Bacon. Chapter 4 (Content); Chapter 10 (Evaluation)
Banks, J. A, Cortés, C. E., Gay, G., Garcia, R. L.
& Ochoa, A. S. (1976). The Multiethnic education
program evaluation checklist. In Curriculum for
multiethnic education. (pp. 42-48). Washington, D.C: National
Council for the Social Studies.
Banks, J. A. (1990). Teaching strategies for ethnic studies. (5th ed.). Boston: Allyn and Bacon.
Carter, P. (1983). Selecting resources for the multicultural classroom. Momentum,
14 (1), 47-49.
Cushner, K,,
McClelland, A., & Safford, P. (1992). Human Diversity
in Education. New York: McGraw-Hill. Chapter
5.
Garcia, R. L. (1982). Guidelines for pluralistic teaching. In Teaching
in a pluralistic society: Concepts, models, strategies. (pp.
170-187). New York: Harper and Row.
Gay, G. (1982). Designing curriculum. In D. E. Orlosky (Ed.). Introduction to
education. (pp. 473-489). Columbus, OH: Merrill.
Gay, G. (2000). Culturally responsive teaching: theories,
research, and practice. New York,
NY: Teacher’s College Press.
Grant, G. (1974). Criteria to cultural pluralism in the classroom. Educational
Leadership., 190-192.
Hernandez, H. (1989). Multicultural
education: A teacher's guide to content and process. Columbus: Merrill.
Pratt, D.
Curriculum planning. Chapters 4 (Assessing Student Learning); Chapter 7
(Planning for Individual Differences---Activities);
Taba, H. (1962). Curriculum
development: Theory and practice. New York: Harcourt, Brace & World. Chapters 12 & 18 (Content); Chapter 17 (Activities); Chapter 19
(Evaluation).
Teidt, P. L. & Teidt,
I. M. (1990). Multicultural
teaching: A handbook of activities, information and resources. (2nd ed.). Boston: Allyn and Bacon.
From Vanderbilt University’s Peabody College of Education
American Pluralism and the College
Curriculum: Higher Education in a Diverse Democracy. Association of
American Colleges and Universities. Washington, DC: Association of
American Colleges and Universities, 1995.
Banks, James A. An
Introduction to Multicultural Education. Boston: Allyn
and Bacon, 1999.
Critical Multiculturalism: Uncommon
Voices in a Common Struggle. Edited by Barry Kanpol
and Peter McLaren. Westport, CT: Bergin &
Garvey, 1995.
Cultures of Schooling: Pedagogies
for Cultural Difference and Social Access. Mary Kalantzis, et al.
London; New York: Routledge, 1990.
Davidson, Florence
H. and Miriam M. Davidson. Changing Childhood Prejudice: The
Caring Work of the Schools. Westport, CT: Bergin & Garvey, 1994.
Dictionary of
Multicultural Education. Edited by Carl A. Grant and Gloria
Ladson-Billings. Phoenix, AZ: Oryx Press, 1997.
Dilg, Mary. Race and Culture in the
Classroom: Teaching and Learning Through Multicultural
Education. New York: Teachers College Press, 1999.
Diversity in the Classroom: A
Casebook for Teachers and Teacher Educators. Edited by Judith H. Shulman and Amelia Mesa-Bains.
Hillsdale, NJ: Research for Better Schools and Lawrence Earlbaum
Associates, 1993.
Empowerment Through
Multicultural Education. Edited by Christine E. Sleeter.
Albany, NY: State University of New York Press, 1991.
Ford, Terry. Becoming
Multicultural: Personal and Social Construction Through Critical Teaching.
New York: Falmer Press, 1999.
Foundational Perspectives in
Multicultural Education.New York: Longman, 2000.
Freedom's Plow: Teaching in the
Multicultural Classroom. Edited by Theresa Perry and James W. Fraser.
New York: Routledge, 1993.
Gay, Geneva. At the Essence of
Learning: Multicultural Education. West Lafayette, IN: Kappa Delta Pi,
1994.
Goldberg, Merryl
Ruth. Arts and Learning: An Integrated Approach to Teaching and Learning in
Multicultural and Multilingual Settings. White Plains, NY
: Longman Publishers, 1997.
Handbook of
Research on Multicultural Education. Edited by James Banks. New
York: Macmillan, 1995.
Heath, Alan. Windows on the
World: Mulitcultural Festivals for Schools and
Libraries. Metuchen, NJ: Scarecrow, 1995.
Johnson, Lauri and Sally Smith. Dealing With Diversity
through Multicultural Fiction: Library-Classroom Partnerships. Chicago:
American Library Association, 1993.
Kendall, Frances E. Diversity in
the Classroom: New Approaches to the Education of Young Children. 2nd ed. New York: Teachers College Press, 1996.
Lynch, James. Education
for Citizenship in a Multicultural Society. New York: Cassell, 1991.
Massaro, Toni Marie. Constitutional
Literacy: a Core Curriculum for a Multicultural Nation. Durham, NC: Duke
University Press, 1993.
Mitchell, Bruce M.
and Robert E. Salsbury.Encyclopedia of
Multicultural Education. Westport, CT: Greenwood Press, 1999.
Mitchell, Bruce M. and Robert E. Salsbury.Multicultural Education in the U.S.: A
Guide to Policies and Programs in the 50 States. Westport, CT: Greenwood
Press, 2000.
Multicultural America: A Resource
Book for Teachers of Humanities and American Studies: Syllabi, Essays,
Projects, Bibliography. Edited by Betty E. M. Ch'maj.
Lanham: University Press of America, 1993.
Multicultural Education: Issues and
Perspectives. Edited by James A. Banks and Cherry A. McGee Banks. Boston: Allyn and Bacon, 1989.
Multicultural Education for the 21st
Century. Edited by Carlos Diaz. Washington, DC: NEA Professional
Library, National Education Association, 1992.
Nieto, Sonia. Affirming
Diversity: The Sociopolitical Context of Multicultural Edcuation.
White Plains, NY: Longman, 1992.
Promoting
Diversity in College Classrooms: Innovative Responses for the Curriculum,
Faculty, and Institutions. Edited by Maurianne
Adams. San Francisco: Jossey-Bass, 1992.
Research and Multicultural
Education: From the Margins to the Mainstream. Edited by Carl A.
Grant. London, Washington, DC: Falmer Press,
1992.
Saldana, Johnny. Drama of Color:
Improvisation with Multiethnic Folklore. Portsmouth, NH: Heinemann, 1995.
Sleeter, Christine, E.
and Carl A. Grant.
Making Choices for Multicultural Education: Five Apporaches to Race, Class, and Gender. 3rd ed.
Upper Saddle River, NJ: Merrill, 1999.
Teacher
Thinking in Cultural Contexts. Edited by Francisco A. Rios.
Albany: State University of New York Press, 1996.
Teaching for
Diversity. Edited by Laura L.B. Border and Nancy Van Note Chism.
San Francisco: Jossey-Bass, 1992.
Teaching from a
Multicultural Perspective. Helen Roberts, et al. Thousand Oaks, CA: Sage Publications,
1994.
Tiedt, Pamela L. Multicultural
Teaching: A Handbook of Activities, Information, and Resources. 5th ed.
Boston: Allyn and Bacon, 1990.
Periodicals
Equity and Excellence in Education Westport, CT :
Greenwood Pub. Group, 1993-.
Journal of
Multicultural Counseling and Development. Alexandria, VA: Association for
Multicultural Counseling and Development, 1985-.
Internet
Multicultural
Pavilion. http://www.edchange.org/multicultural/
Standards: An International Journal
of Multicultural Studies. http://www.colorado.edu/journals/standards/
STANDARDS is the first international journal for multicultural studies on the
web and is committed to providing an open forum for a broad spectrum of
multicultural issues, in the U.S. and around the world.
Urban Education Web. http://eric-web.tc.columbia.edu/
ERIC Clearinghouse on Urban Education.