Intersection of Cultures Multicultural Education in the United States and the Global Economy

9780072563962

0072563966

PART I: MULTICULTURALISM Chapter 1: What Is the Dominant Culture of the United States? Emotion, Multiculturalism, and Consumerism Cultural Freedom and American Character Multiculturalism and American Culture Multicultural Education and American Culture In Search of American Culture Different Ways of Defining U.S. Culture American Culture and the Culture of Economic Success The Culture of Success for Jews, Women, Asians, Latinos/Latinas, Lesbians/Gays, and Low-Income Whites Economic Success versus Cultural Diversity E.D. Hirsch and Cultural Literacy The Dominant Culture as White Anglo-Saxon Values Should We Teach the Values of the Dominant Culture? A Lesson on Cultural Differences: Native American and English Cultures Conclusion: American Culture and Multicultural Education Personal Frames of Reference Chapter 2: Dominated Cultures Cultural Domination and Voluntary Immigration The Intersection of African and European American Cultures Ethnocentric Education: Dominated Cultures Debating Education Based on Dominated Cultures Teaching Hawaiian Culture: Alternative or Transition to Economic Success Is "White Trash" a Dominated Culture? Empowerment through Multicultural Education Educating for Cultural Power Conclusion Personal Frames of Reference Chapter 3: Immigrant Cultures Summer Camps for Cultural Survival Shooting at a Convenience Store Rebellion and School Uniforms Muslim Schools: Finding a Safe Haven Wearing Your Knicks Jacket at the Zocalo Transnationalism: The Multicultural Immigrant Varieties of Educational Experience Conclusion: Knowing Immigrant Cultures Personal Frames of Reference Chapter 4: Multiculturalism in the Global Economy Singapore The European Union: The World''s Most Ambitious Multicultural Education Program English Language Imperialism? Conclusion: The Right to Language and Culture in the Global Economy Personal Frames of Reference PART II: CULTURAL FRAMES OF REFERENCE Chapter 5: Cultural Frames of Reference: Monoculturalism, Biculturalism, and Ethnic Identity Identity Monoculturalism and Biculturalism Development of Ethnic Identity Conclusion: Ethnic Identity, Biculturalism, and Monoculturalism Personal Frames of Reference Chapter 6: Cultural Frames of Reference: History, Gender, and Social Class Official History and Folk History Official History Folk History Gender Social Class Conclusion Personal Frames of Reference Chapter 7: The Intersection of School Culture with Dominated and Immigrant Cultures Inequality in Schooling Resistance: The Intersection of School and Dominated Cultures Resistance: Native Americans Latinos/Latinas: The Intersection of School, Dominated, and Immigrant Cultures Asians: Comparing Dominated and Immigrant Cultures Alienation: The Intersection of School and Family Values Cultural Conflicts Conclusion Personal Frames of Reference PART III: PERSPECTIVES ON TEACHING MULTICULTURAL EDUCATION Chapter 8: Teaching About Racism The Concept of Race Racism Teaching about White Guilt An Antibias Curriculum The Teaching Tolerance Project La Escuela Fratney Racism and Mathematics Instruction Conclusion: Racism and the Global Market Personal Frames of Reference Chapter 9: Teaching About Sexism Republican Motherhood The Glass Ceiling of the Classroom Single-Sex Schools and Classrooms Consciousness-Raising According to the Methods of Paulo Freire Conclusion Personal Frames of Reference Chapter 10: Teaching and Language Diversity Language, Culture, and Power Cross-Cultural Communications Communicating between Japan and the United States Language and Culture in the United States Bilingual Education Research and Corporate Support for Bilingual Education Problems in Bilingual Education Programs Language Issues among Asian Americans The Language of Cooperation Conclusion: The Multicultural and Language Debate Personal Frames of Reference Chapter 11: Teaching Ethnocentrism Models of Indigenous Education: Educating for the Child, Family, and Community Child Centered (Maori) Holistic Education (Okanagan) Three Baskets of Knowledge (Maori) Stimulating and Language-Based Education (Native American) Linking Native People to the Spirituality of All Life (Cochiti Pueblo) Asante: Classical Africa Afrocentric Pedagogy The Question of Kemet The Contribution of Egypt to the Development of Science and Mathematics Holistic Learning Personal Witnessing The Conspiracy to Destroy Black Boys Lessons from History: A Celebration of Blackness The Rites of Passage Program What Every Child Needs to Know Teaching Core Knowledge Conclusion Personal Frames of Reference Chapter 12: Conclusion: Cultural Tolerance, Social Empowerment, and the Intersection of Cultures in the Global Workforce and Classroom Cultures in the Global Workforce and Classroom Nationalism, Internationalism, and Social Empowerment Cultural Tolerance and Peace Multicultural Education for Social Empowerment and Social Reconstruction Multiculturalism and the Global Workforce Conclusion: The Intersection of Cultures in the Classroom Personal Frames of Reference Index