Resources

This book provides teachers and trainers with sensitive and practical help in working effectively with groups of culturally diverse learners. Raymond J. Wlodkowski and Margery B. Ginsberg combine their respective expertise in motivation and multiculturalism to go beyond the usual rhetoric on promoting diversity, offering real-world guidance and suggestions for successful teaching in today's changing classroom environment. Using a motivational framework for culturally responsive teaching complete with extensive examples and illustrations, the authors describe the values, learning strategies, and structures necessary to establish inclusion, develop attitude, enhance meaning, and engender competence. By considering a set of eight guidelines, teachers and trainers can learn how to revise syllabus and assessment formats, form cooperative collegial groups, and create action plans for implementing a culturally responsive pedagogy. Diversity and Motivation shows all postsecondary faculty, instructors, trainers, and administrators how to create safe and respectful learning environments with teaching practices that cross disciplines and cultures to engage the motivation and honor the integrity of all learners. (From the Publisher)

Here is a comprehensive view of leading theories and practices of multicultural education from scholars of various racial and ethnic groups. The perspectives of those often left out of scholarly debate are well represented in this book. Those perspectives offer significant insights into the ways in which dominant ideologies and classroom practices have functioned to serve only one segment of the American population. (From the Publisher)

Black Teachers on Teaching is a riveting and honest portrait of the politics and philosophies of the education of black children over the last fifty years. Foster, a leading expert on black educators and the history of black education, has interviewed pioneering teachers from across the country. In presenting their experiences, black teachers go on the record about mixed-race classrooms, the losses and gains accompanying desegregation, repeated cycles of attempted and abandoned reform efforts, and the differing attitudes toward and perceptions of black students among black and white teachers. (From the Publisher)

Two decades after the first Women's Studies courses appeared on campuses in the US, feminist research and teaching are now thriving around the world. The editors of this book provide a rich sample of theoretical and practical reflections on classroom experience by teachers of Women's Studies over the past ten years, raising provocative questions which apply broadly to many areas of progressive teaching. The collection features new, unpublished and original work as well as a selection of the best articles to have appeared in recent years. (From the Publisher)

Responsive Teaching: An Ecological Approach to Classroom Patterns of Language, Culture, and Thought, the fourth title in this series, provides a conceptual basis for recognizing the classroom as an ecology of lingistic and cultural patterns that should be taken into account as part of the teacher's professional decision making. It argues that the orchestration of classroom behavior cannot be separated from the students primary culture. Chapters discuss the metaphorical nature of language and thought, primary socialization, non-verbal communication, framing and social control, the classroom as an ecology of power, culturally responsive supervision, and educating teachers for the 21st century - all from a cultural and linguistic point of view. The authors challenge the Cartesian tradition of viewing the student as a culture-free individual, and the classroom as a problem in management. They draw on Gregory Bateson's ideas help to illuminate student behavior as a form of communication about social relationships - one that relies heavily on culturally embedded patterns - and to reveal the classroom as a mental ecology where thought processes of others are encoded in the metaphorical language used to introduce new concepts. The book emphasizes that responsive teaching involves being sensitive to how the ecology of patterns (behavior and thought) reflects cultural differences and may be a source of miscommunication and alienation. (From the Publisher)