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In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation.
New in the Second Edition
This book is primarily designed for preservice teachers in courses on multicultural education, social foundations of education, principles of education, and introduction to teaching. Inservice teachers and graduate students will find it equally useful.
Chapter 1 The Centrality of Culture and Ideology in School Learning
Chapter 2 The Deep Meaning of Culture
Chapter 3 Personalizing Cultural Diversity
Chapter 4 Learning about Diverse Populations of Students
Chapter 5 Reframing the Curriculum
Chapter 6 Redesigning Instruction
Chapter 7 Framework for Understanding Cultural Diversity in the Classroom
Chapter 8 Transforming Professional Practice