Resources
The authors present to the reader, meaningfully and responsibly, the quality and quantity of contact between African Americans and whites on predominantly white campuses across our nation. (From the Publisher)
As poor, non-white communities on "the other side" of the digital divide become immersed in electronic media, how can we evaluate their experiences to transform the teaching of writing and literature and improve student learning? This important book offers a balanced view of instructional technology and critical multiculturalism as experienced in today’s public schools. With valuable insights to help English educators at all levels working in all types of schools, this accessible volume features: * Case studies of high-poverty secondary schools as they come online, offering an examination of the literacy practices of some of the country’s most underserved students on Indian reservations and in central cities. * A unique approach to teaching writing and literature at both high school and middle school levels, including practical suggestions for classroom practice. * A compelling analysis and critique of the contrasting rhetoric of American adolescent minority groups, differences in their early language socialization, and the impact of those differences on academic performance. * A fresh angle on the public policy debate on access to technology, arguing that high-poverty schools do not have student access and, when they do, computers are used to "reform," rather than "transform" schooling. (From the Publisher)
For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of these epistemologies in educational research.
Connecting to Learn: Educational and Assistive Technology for People With Disabilities presents a comprehensive approach to matching the right assistive technology with students with disabilities, especially visual and auditory disabilities. Dr. Scherer explores the way disabilities, especially those involving the senses, can lead to isolation and a lack of "connectedness," and how this leads to educational difficulties. She then provides a step-by-step model for assessing and evaluating the needs of individual students and finding the right assistive technology to help each student. This practical book features data on prevalence of vision and hearing loss as well as quotations from students and teachers about the various technologies they use in their schools and in daily life. School psychologists, educators, and rehabilitation psychologists will find this book indispensable in their efforts to help those with disabilities learn, live, and connect with others. (From the Publisher)
U.S. colleges and universities are witnessing increased diversity in their student bodies, yet many faculty members continue to use outdated modes of instruction, creating potentially harmful learning environments. This timely book addresses this problem, guiding educators toward a better understanding of how changes in the student population require new approaches to classroom learning. (From the Publisher)
Journal Issue
This explosive book examines the current state of civil rights in the U.S. through the unique experiences of Asian Americans. In the tradition of W.E.B. Du Bois, Cornel West, and other public intellectuals who have confronted the "color line" of the twentieth century, journalist, scholar, and activist Frank H. Wu offers a unique perspective on how changing ideas of racial identity will affect race relations in the new century. Often provocative and always thoughtful, this book addresses some of the most controversial contemporary issues: discrimination, immigration, diversity, globalization, and the mixed race movement, introducing the example of Asian Americans to shed new light on the current debates. Mixing personal anecdotes, social science research, legal cases, history, and original journalistic reporting, Wu tackles Asian American stereotypes like "the model minority" and "the perpetual foreigner," and shows how these seemingly innocuous concepts have harmed individuals and damaged relations between communities. By offering new ways of thinking about race in American society, Wu's work challenges us to make good on our great democratic experiment. (From the Publisher)
Four primary factors are relevant to social and cultural diversity in the college classroom: students, teachers, course content, and teaching methods. Faculty can use understanding of these factors and their interrelationships to facilitate learning in an increasingly multicultural environment.