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.
10 9 8 7 6 5 4 3 2 1 EB 15 14 13 12 11
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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
