Bme 210 Discussion 4

DIVERSITYAffirming Seventh Edition

The SOCIOPOLITICAL CONTEXT of MULTICULTURAL EDUCATION

SONIA NIETO • PATTY BODE

www.pearson.com

Seventh Edition N

IETO • B

O D

E AFFIRM

IN G DIVERSITY

The SOCIOPOLITICAL CONTEXT of MULTICULTURAL EDUCATION

 

 

Affirming Diversity

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Sonia Nieto University of Massachusetts, Amherst

Patty Bode Amherst-Pelham Regional Public Schools,

Amherst, Massachusetts

Affirming Diversity The Sociopolitical Context of

Multicultural Education

7 EDITION

330 Hudson Street, NY NY 10013

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Director and Publisher: Kevin M. Davis Portfolio Manager: Rebecca Fox-Gieg Managing Content Producer: Megan Moffo Content Producer: Yagnesh Jani Media Project Manager: Lauren Carlson Portfolio Management Assistant: Anne McAlpine Executive Field Marketing Manager: Krista Clark Executive Product Marketing Manager: Christopher Barry Procurement Specialist: Carol Melville Full-Service Project Management: Katrina Ostler, Cenveo Publisher Services Composition: Cenveo Publisher Services Printer/Binder: LSC, Crawfordsville Cover Printer: Phoenix Color Text Font: 10/12pt Slimbach Book

ISBN-10: 0-13-404723-0 ISBN-13: 978-0-13-404723-2

Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text.

The book’s front cover is made up of self-portraits from students at Springfield Conservatory of the Arts public school in Springfield, Massachusetts in 2015 with art teachers, Patty Bode and April Wesley. Student artists from top left in clockwise order: Teyonce Nunnally-Bess, Caleb Rosario, Syonah Seabrooks, Kyarah Thomas-Archie, Cristian Matos, Savione Mohown, Kaseem Walters, Joemar Burgos, Dynesty Peña

Copyright © 2018, 2012, 2008 by Pearson Education, Inc., 221 River Street, Hoboken, New Jersey 07030. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any pro- hibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 221 River Street, Hoboken, New Jersey 07030.

Library of Congress Cataloging-in-Publication Data

On file with the Library of Congress.

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This book is dedicated to all those teachers who teach, believe in, and love their students, and to the students in our schools today, with the gifts of curiosity, energy, resilience, determination, and

awe they bring to our world. They are, after all, our future.

—S. N. and P. B.

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vii

Sonia Nieto has dedicated her professional life to issues and social justice. With experience teaching students at all levels grades through graduate school,

currently she is Professor Emerita Literacy, and Culture, University of Massachu-

setts, Amherst. The and numerous journal articles and book chapters, she is the

awards for her research, advocacy, and activism, including the Educator of the

Year Award from the National Association for Multicultural and the Social Justice

in Education Award from the American.

Patty Bode combines nearly 20 years in PK–12 classrooms, and a decade in higher education, to inform social justice perspectives in her current work as the

principal of Amherst-Pelham Regional Middle School in Massachusetts Public

Schools. Patty’s research, teacher leadership, and community collaboration focus

on imaginative school structuring and curriculum reinvention. She has received

awards for efforts in antiracist and antibias curriculum reform and bridging theory

and practice in multicultural education—including the 2017 Art Educator of the

Year for Supervision and Administration of the Eastern Region by the National Art

Education Association; the Massachusetts 2017 Art Educator of the Year from the

Massachusetts Art Education Association; the 2016 Women’s Caucus Carrie Nord-

lund Award in PK–12 Feminist Pedagogy, also from NAEA; and 2005 Multicultural

Educator of the Year Award from the National Association for Multicultural

Education.

About the Authors

vii

Photo credit Mark Moriarty

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viii

Brief Contents Foreword xiv

Preface xvii

I Setting the Stage: Multicultural Education Within a Sociopolitical Context 1

Understanding the Sociopolitical Context of Schooling 3

Defining Multicultural Education for School Reform by Sonia Nieto 30

II Developing a Conceptual Framework for Multicultural Education 47

Racism, Discrimination, and Expectations of Students’ Achievement 49

Structural and Organizational Issues in Classrooms and Schools 91

Culture, Identity, and Learning 135

Linguistic Diversity in U.S. Classrooms 184

Understanding Student Learning and School Achievement 215

III Implications of Diversity for Teaching and Learning in a Multicultural Society 247

Learning from Students 249

Adapting Curriculum for Multicultural Classrooms by Patty Bode 289

Affirming Diversity: Implications for Teachers, Schools, Families, and Communities 321

References 341

Index 355

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ix

Task 6: Examining Political Struggles— Multicultural Education, Backlash, and Legislation 21

The Back-to-Basics Argument 21 • Eroding the Tradi- tional Educational Canon 22 • Political Struggles of Legislation and Policy 23

Conclusion 28 To Think About 28

Activities for Personal, School, and Community Change 28

Chapter 1 Notes 29

Defining Multicultural Education for School Reform by Sonia Nieto 30

Why School Reform? 31

A Definition of Multicultural Education 31 Multicultural Education Is Antiracist Education 32 • Multicultural Education Is Basic Education 35

About Terminology: The Conundrum of Race 36

Multicultural Education Is Important for All Students 37 • Multicultural Education Is Pervasive 38

What You Can Do “Multiculturalize” Your Lessons 39

Multicultural Education Is Education for Social Justice 39 • Multicultural Education Is a Process 40 • Multicultural Education Is Critical Pedagogy 41

What You Can Do Learn About, and Practice, Critical Pedagogy 42

Conclusion 45 To Think About 45

Activities for Personal, School, and Community Change 45

Chapter 2 Notes 46

2

Contents Foreword xiv

Preface xvii

I Setting the Stage: Multicultural Education Within a Sociopolitical Context 1

Understanding the Sociopolitical Context of Schooling 3

Assumptions Underlying this Text 3 Identity, Difference, Power, and Privilege Are All Connected 4 • Multicultural Education Is Inclusive of Many Differences: Lenses of Race, Ethnicity, and Language 4 • Teachers Are Not the Villains 5 • Quality Public Education Is a Cause Worth Fighting For 5

Defining the Sociopolitical Context of Multicultural Education 6

Task 1: Clarifying Three Goals and Four Key Terms of Multicultural Education 6

Defining Key Terms in Multicultural Education 7

Task 2: Dissolving Myths About Immigration and Difference 12

What You Can Do Your Story and the Stories of Others: Immigrant Nation 14

Task 3: Naming the Underpinnings of Educational Structures 14

School-Level Policies and Practices 15

Task 4: Studying the Demographic Mosaic of U.S. Schools and Society 16

What You Can Do Explore Your Own Heritage and the Heritage of Others 19

Task 5: Using Qualitative Research to Understand Students’ Sociopolitical Contexts 19

Choosing Methodology: What Are Case Studies? 19 • Beyond Generalizations and Stereotypes 20 • Learning from the Case Studies and Snapshots 21

1

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x CONTENTS

What You Can Do Detrack Extracurricular Activities 94

Retention 95

Standardized Testing 96 What You Can Do Be Proactive About Tests 98

The Curriculum 99 What You Can Do Use the Curriculum Critically 102

Pedagogy 103 What You Can Do Punch Up Your Pedagogy! 105

School Climate 105 School Climate: Social and Emotional Learning 106 • School Climate: Anti-Bullying Ini- tiatives 106 • School Climate: Physical Violence and Safety 107 • School Climate: School Buildings, Physical Environment, School and Class Size 109

What You Can Do Enliven Your Environment 110

Disciplinary Policies 110 What You Can Do Create Inclusive Disciplinary Practices 111

The Limited Role of Students 112

The Limited Role of Teachers 113 Multicultural Teaching Story Boston Teachers Union School: Teacher Leadership and Student Achievement 114

Limited Family and Community Involvement 118 What You Can Do Vigorously Promote Family Outreach 118

Conclusion 119 To Think About 120

Activities for Personal, School, and Community Change 120

Chapter 4 Notes 120

CASE STUDIES Avi Abramson 121

Jasper and Viena Alejandro-Quinn 128

About Terminology: American Indians, Native Americans, Indigenous People 133

Culture, Identity, and Learning 135

Countering Color-Blind Classrooms 135

Defining Culture 137

Hybridity: Another Way of Understanding Culture 138

Beyond Race and Ethnicity 139

Influence of Culture on Learning 139

Learning Styles, Preferences, Intelligences, and Power 142

5

II Developing a Conceptual Framework for Multicultural Education 47

Racism, Discrimination, and Expectations of Students’ Achievement 49

Racism and Discrimination: Definitions and Dimensions 49

Critical Race Theory and Other Frameworks 50 • Obstinacy of Conventional Norms 50 • Institutional Practices 51

What You Can Do Directly Confront Racism and Discrimination 53

The History and Persistence of Racism in U.S. Schools 53 • Manifestations of Racism and Discrimination in Schools 54

Racism, Discrimination, and Silence 56 Multicultural Teaching Story Immigration Rights and Family Stories 57

Expectations of Students’ Achievement 61

SNAPSHOT Aiden and Daniel O’Carroll 62 About Terminology: White Privilege 63

What You Can Do Start Early 64

Considerations About Research on Teacher Expectations 65

High Expectations as Antiracist Teaching 65

SNAPSHOT Kaval Sethi 66 What You Can Do Promoting Racial Literacy in Your Classroom and School 68

Conclusion 69 To Think About 69

Activities for Personal, School, and Community Change 69

Chapter 3 Notes 70

CASE STUDIES Delilah Rogers 71

Linda Howard 77

About Terminology: Whites, European Americans 85

Rashaud Kates 86

Structural and Organizational Issues in Classrooms and Schools 91

Tracking 92

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CONTENTS xi