Doing Multicultural Education for Achievement and Equity, a hands-on, reader-friendly multicultural education textbook, actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. In this engaging text, Carl A. Grant and Christine E. Sleeter, two of the most eminent scholars of multicultural teacher education, help pre-service teachers develop the tools they will need to learn about their students and their students' communities and contexts, about themselves, and about the social relations in which schools are embedded. Doing Multicultural Education for Achievement and Equity challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers.
Features and updates to this much-anticipated second edition include:
The immense changes that the world is undergoing in terms of globalization and migration of peoples have had a profound effect on cultures and identities. The question is whether this means shifts in religious identities for women and men in different contexts, whether such shifts are seen as beneficial, negative or insufficient, or whether social change actually means new conservatisms or even fundamentalisms. Surrounding these questions is the role of education is in any change or new contradiction. This unique book enhances an interdisciplinary discourse about the complex intersections between gender, religion and education in the contemporary world.
Literature in the social sciences and humanities have expanded our understanding of women's involvement in almost every aspect of life, yet the combined religious/educational aspect is still an under-studied and often under-theorized field of research. How people experience their religious identity in a new context or country is also a theme now needing more complex attention. Questions of the body, visibility and invisibility are receiving new treatments. This book fills these gaps.
The book provides a strong comparative perspective, with 15 countries or contexts represented. The context of education and learning covers schools, higher education, non-formal education, religious institutions, adult literacy, curriculum and textbooks.
Overall, the book reveals a great complexity and often contradiction in modern negotiations of religion and secularism by girls and boys, women and men, and a range of possibilities for change. It provides a theoretical and practical resource for researchers, religious and educational institutions, policy makers and teachers.
This is an introductory level text with emphasis on Lacan's theoretical relationship to education and which uses Lacan's theories as a springboard for a different educational discourse, one that forces us to assess inward rather than outward. To move beyond the linear nature of schools, a context exacerbated by developmental psychologists like Piaget and Erikson who theorized that we can understand children's development in stages, the author argues that Lacan's theories allow us to holistically educate - to teach cognizant of the relationship between interior and exterior spaces, between the unspoken and the heard. The text serves four purposes: 1) to translate Lacan's primary ideas into language appropriate for introductory level college students, 2) to examine identity in ways that are relevant across disciplines, 3) to re-frame Lacan's work with post-structuralist and postmodern theories and, in so doing, create a distinctive analysis of the self predefined yet reinvented, and 4) to juxtapose Lacan's work with post-formal thinking and theorize about his relevance to public education. This book is purposefully organized with specific emphasis on Lacan's work as a teacher and the ways in which his theories complicate current accountability standards in the United States which insist that "good" teaching and learning is quantifiable. The author foregrounds Lacan's concepts of identity and language and analyzes those in parallel to the discourses of democratic education. Lacan's theories do provide some indelible possibilities for public education in the twenty-first century. Considering his relevance to post-structuralism, post-formalism, post colonialism, and postmodernism, a Lacanian perspective of public education would defy the current standardization of curriculum in the wake of No Child Left Behind (NCLB) mandates. Using Lacan, the author re-envisions public education as a process which encourages the distinctiveness of students, challenges normative assumptions about what a "good" student is, and demands that teachers facilitate student understanding of multiple truths but that teachers also engage in an honest reconstruction of history-one that acknowledges the brutality of conquest, the arrogance of imperialism, and the illusiveness/elusiveness of peace. Using the South African Truth and Reconciliation process as a framework, the author ends by constructing a model for public education which is grounded in "truth-telling" in public spaces, "witnessing" as a political practice, and educating as purposeful work. A Lacanian, post-formal curriculum, at its core, thus requires that we seek and identify truths, we work to become integrated beings by hearing the unconscious (that which we do not want to or cannot face), and that we educate for goodness and wholeness. This book is ultimately a call to re-envision the current public educational system in the U.S., a call to admit that it has inexcusably failed far too many children, and a call to construct entirely different possibilities.
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