Drawing on cognitive and educational research along with specific information about different ethnocultural groups, this book explores the different cultures, styles of learning, and styles of behavior that today's teachers will encounter among their students. This book is a much-needed contribution to diversity studies and a handy guide for teachers at all levels, in all subjects.
Preface
Introduction: A Vision of the Future
- Underlying Assumptions of This Guide
- Our Goals
Goal One: Understanding Cultural Backgrounds
- Culture: The Backdrop for Learning
- African American Cultural Style
- American Indian Cultural Style
- Mexican American Cultural Style
- Asian American Cultural Style
- Cultural Style and the School
Goal Two: Understanding How Culture Influences Motivation
- Create a Culturally Compatible Classroom
- Example of a Culturally Responsible Learning Community
Goal Three: Understanding the Impact of Culture on Learning
- Cultural Ways of Learning
- Culturally Specific Cognitive Styles
Goal Four: Identifying Ways to Structure a Culturally Compatible Classroom
- The Practice of Culturally Relevant Teaching
- An Afrocentric Classroom
- Developing a Bilingual Classroom
- Developing a Classroom for American Indians
Goal Five: Increasing Knowledge of Culturally Compatible Strategies
- Culturally Responsive Environments
- A Culturally Responsive Curriculum
- Stylistically Responsive Instructional Strategies
- Culturally Connected Instructional Strategies
Final Review
Appendix I: An Invitation to Personal Growth
Appendix II: K-W-L Chart
Glossary
References
Additional Resources
About the Authors
Barbara J. Shade, PhD, is a professor of educational psychology in the Department of Teacher Education at the University of Wisconsin—Parkside, where she previously served as the Dean of the School of Education. She taught in Milwaukee Public Schools, was the director of the Dane County Head Start program in Madison, Wisconsin, and worked as an urban education consultant for the Wisconsin Department of Public Instruction. In addition to providing numerous workshops to urban school faculty throughout the country, she is the author of Culture, Style, and the Educative Process: Making Schools Work for Racially Diverse Students (1989, 1997, Charles C. Thomas) and has published extensively in the area of cultural influences on education.
Cynthia Kelly is the Multicultural Education Coordinator for Minneapolis Public schools. She is a member of the National Association of Female Executives, National Association for Multicultural Education, and the State and National Alliance of Black School Educators. She has worked as the Equal Educational Opportunity Specialist for the Minnesota Department of Education and as a consultant to the St. Cloud University Special Education Department.
Mary Oberg is the K–12 Science Coordinator and Instructional Strategies Coordinator for Special District #1 of Minnesota Public Schools. She is an adjunct faculty member at the University of St. Thomas, the University of Minnesota, the University of Wisconsin—River Falls, Saint Mary's University of Minnesota, and Hamline University. She is a member of the Association for Supervision of Curriculum Development and the Council for Exceptional Children.
;){kind=link}