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The intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. Certain key questions must be addressed in this process:
• What should be the purpose of schooling in a culturally diverse society?
• Who should be involved in curriculum planning and what process should be employed?
• How is the actualized curriculum differentiated?
• What is the relationship between school practices and the structure of the larger society?
• How should the curriculum be evaluated?
The authors of the essays in this book address critical perspectives from which a framework is constructed for a discourse on planning curriculum for a culturally diverse society.
In a substantive introduction, Hollins presents the major themes and overall goals of the book and describes how the readings in each of the four parts are linked to each other and to these themes and goals. Each part begins with critical questions and an overview to provide a framework and a focus for the readings that follow, and concludes with suggested learning experiences.
Contents: Preface. E.R. Hollins, Introduction. Part I: The Purpose of Schooling. D.W. Adams, Fundamental Considerations: The Deep Meaning of Native American Schooling, 1880-1900. J. Smolicz, Multiculturalism and an Overarching Framework of Values: Some Educational Responses for Ethnically Plural Societies. J.A. Banks, Multicultural Education: For Freedom's Sake. Part II: Curriculum Planning. J.J. Schwab, The Practical 4: Something for Curriculum Professors to Do. H. Schwartz, Dialogue: Schwab's "Practical 4" and Its Corroboration in Recent History. C. Cornbleth, Curriculum In and Out of Context. Part III: Curriculum Perspectives. C. Branch, Lessons (in Identity) Learned From the Competing Curriculum: Some Thoughts. J. Anyon, Social Class and the Hidden Curriculum of Work. J. Lipska, Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher. L.A. Spears-Bunton, Welcome to My House. African American and European American Students' Responses to Virginia Hamilton's House of Dies Drear. Part IV: Assessment and Evaluation. L. Darling-Hammond, Performance-Based Assessment and Educational Equity. M.W. Apple, L.E. Beyer, Social Evaluation of Curriculum.