Affirming Diversity
The Sociopolitical Context of Multicultural Education Plus MyEducationLab with Pearson eText -- Access Card Pa
6th Edition
Published on 17. August 2012
Book
Mixed media product
480 pages
978-0-13-300755-8 (ISBN)
Description
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--This best-selling text explores the meaning, necessity, and benefits of multicultural education-in a sociopolitical context-for students of all backgrounds.
Sonia Nieto and Patty Bode look at how personal, social, political, cultural, and educational factors affect the success or failure of students in today's classroom. Expanding upon the popular case-study approach, Affirming Diversity: The Sociopolitical Context of Multicultural Education examines the lives of real students who are affected by multicultural education, or the lack of it. This social justice view of multicultural education encourages teachers to work for social change in their classrooms, schools, and communities.
0133007553 / 9780133007558 Affirming Diversity: The Sociopolitical Context of Multicultural Education Plus MyEducationLab with Pearson eText -- Access Card Package
Package consists of
013136734X / 9780131367340 Affirming Diversity: The Sociopolitical Context of Multicultural Education
0133041034 / 9780133041033 NEW MyEducationLab with Pearson eText -- Standalone Access Card -- for Affirming Diversity: The Sociopolitical Context of Multicultural Education
Packages
Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.
Used or rental books
If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.
Access codes
Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.
--This best-selling text explores the meaning, necessity, and benefits of multicultural education-in a sociopolitical context-for students of all backgrounds.
Sonia Nieto and Patty Bode look at how personal, social, political, cultural, and educational factors affect the success or failure of students in today's classroom. Expanding upon the popular case-study approach, Affirming Diversity: The Sociopolitical Context of Multicultural Education examines the lives of real students who are affected by multicultural education, or the lack of it. This social justice view of multicultural education encourages teachers to work for social change in their classrooms, schools, and communities.
0133007553 / 9780133007558 Affirming Diversity: The Sociopolitical Context of Multicultural Education Plus MyEducationLab with Pearson eText -- Access Card Package
Package consists of
013136734X / 9780131367340 Affirming Diversity: The Sociopolitical Context of Multicultural Education
0133041034 / 9780133041033 NEW MyEducationLab with Pearson eText -- Standalone Access Card -- for Affirming Diversity: The Sociopolitical Context of Multicultural Education
More details
Edition
6th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Weight
680 gr
ISBN-13
978-0-13-300755-8 (9780133007558)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Book
04/2007
5th Edition
Pearson
€96.87
Article exhausted; check for reprint
Persons
Sonia Nieto
Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, University of Massachusetts, Amherst. She has taught students at all levels from elementary through graduate school and she continues to speak and write on multicultural education, the education of Latinos, and other culturally and linguistically diverse student populations. Other books include The Light in Their Eyes: Creating Multicultural Learning Communities (2010, 2nd ed), What Keeps Teachers Going? (2003), and two edited volumes, Puerto Rican Students in U.S. Schools (2000) and Why We Teach (2005). She has received many awards for her research, advocacy, and activism, including an Annenberg Institute Senior Fellowship (1998-2000), the Outstanding Language Arts Educator of the Year from the National Council of Teachers of English (2005), the Social Justice Education Award from the American Educational Research Association (2008), and honorary doctorates from Lesley University (1999), Bridgewater State University (2004), DePaul University (2007), and Manhattanville College (2009).
Patty Bode
Patty Bode is the Director of Art Education for Tufts University in affiliation with the School of the Museum of Fine Arts, Boston. Her research interests include multicultural theory and practice in teacher preparation, the arts in urban education, and the role of visual culture in the expression of student knowledge. She has published and lectured on retheorizing identity and curriculum, redefining multicultural education, and critical art pedagogy. Years of experience as an activist public school teacher and teacher educator inform her art making, research, and teaching. She has received awards for efforts in anti-racist curriculum reform and bridging theory and practice in multicultural education, including the 2010 Art Educator of the Year for Higher Education of the Eastern USA Region by the National Art Education Association, the Massachusetts 2010 Art Educator of the Year for Higher Education by the Massachusetts Art Education Association, and 2005 Multicultural Educator of the Year Award from the National Association for Multicultural Education.
Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, University of Massachusetts, Amherst. She has taught students at all levels from elementary through graduate school and she continues to speak and write on multicultural education, the education of Latinos, and other culturally and linguistically diverse student populations. Other books include The Light in Their Eyes: Creating Multicultural Learning Communities (2010, 2nd ed), What Keeps Teachers Going? (2003), and two edited volumes, Puerto Rican Students in U.S. Schools (2000) and Why We Teach (2005). She has received many awards for her research, advocacy, and activism, including an Annenberg Institute Senior Fellowship (1998-2000), the Outstanding Language Arts Educator of the Year from the National Council of Teachers of English (2005), the Social Justice Education Award from the American Educational Research Association (2008), and honorary doctorates from Lesley University (1999), Bridgewater State University (2004), DePaul University (2007), and Manhattanville College (2009).
Patty Bode
Patty Bode is the Director of Art Education for Tufts University in affiliation with the School of the Museum of Fine Arts, Boston. Her research interests include multicultural theory and practice in teacher preparation, the arts in urban education, and the role of visual culture in the expression of student knowledge. She has published and lectured on retheorizing identity and curriculum, redefining multicultural education, and critical art pedagogy. Years of experience as an activist public school teacher and teacher educator inform her art making, research, and teaching. She has received awards for efforts in anti-racist curriculum reform and bridging theory and practice in multicultural education, including the 2010 Art Educator of the Year for Higher Education of the Eastern USA Region by the National Art Education Association, the Massachusetts 2010 Art Educator of the Year for Higher Education by the Massachusetts Art Education Association, and 2005 Multicultural Educator of the Year Award from the National Association for Multicultural Education.
Content
Part 1: Setting the Stage
Chapter 1 Understanding the Sociopolitical context of Schooling
Chapter 2 Defining Multicultural Education for School Reform
Part 2: Developing a Conceptual Framework for Multicultural Education
Chapter 3 Racism, Discrimination, and Expectations of Students' Achievement
Chapter 4 Structural and Organizational Issues in Classrooms and Schools
Chapter 5 Culture, Identity, and Learning
Chapter 6 Linguistic Diversity in U.S. Classrooms
Chapter 7 Understanding Student Learning and School Achievement
Part 3: Implications of Diversity for Teaching and Learning in a Multicultural Society
Chapter 8 Learning from Students
Chapter 9 Adapting Curriculum for Multicultural Classrooms
Chapter 10 Affirming Diversity: Implications for Teachers, Schools, and Families and Communities
Bibliography
Index
Chapter 1 Understanding the Sociopolitical context of Schooling
Chapter 2 Defining Multicultural Education for School Reform
Part 2: Developing a Conceptual Framework for Multicultural Education
Chapter 3 Racism, Discrimination, and Expectations of Students' Achievement
Chapter 4 Structural and Organizational Issues in Classrooms and Schools
Chapter 5 Culture, Identity, and Learning
Chapter 6 Linguistic Diversity in U.S. Classrooms
Chapter 7 Understanding Student Learning and School Achievement
Part 3: Implications of Diversity for Teaching and Learning in a Multicultural Society
Chapter 8 Learning from Students
Chapter 9 Adapting Curriculum for Multicultural Classrooms
Chapter 10 Affirming Diversity: Implications for Teachers, Schools, and Families and Communities
Bibliography
Index