Download Un-Standardizing Curriculum: Multicultural Teaching in the by Christine E Sleeter PDF

By Christine E Sleeter

How can lecturers learn how to train wealthy, academically rigorous multicultural curricula less than present standardization constraints? In her new booklet, Christine Sleeter bargains a much-needed framework to assist academics tackle this problem. via contrasting key curricular assumptions with these of multicultural schooling, she unearths the facets they percentage in addition to the conceptual and political transformations among them. Sleeter makes a robust case for what lecturers can do to "un-standardize" wisdom of their personal school rooms, whereas operating towards excessive criteria of educational success. positive aspects: * special graphics of activist academics devoted to multicultural schooling, together with the limitations and demanding situations they face. * suggestions for lecturers who are looking to increase their school room perform, illustrating the chances and areas lecturers have inside of a standardized curriculum. * A field-tested conceptual framework that elaborates at the following parts of curriculum layout: ideology, enduring rules, democratized overview, transformative highbrow wisdom, scholars and their groups, highbrow problem, and curriculum assets.

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Implicitly, the standards movement casts children as empty vessels to fill with prescribed knowledge. State standards generally are much more specific about what to teach than they are about children or how teaching might occur. An exception is in the area of reading, for which mandated teaching processes are specified in many state standards. And it is assumed that specific “best” teaching strategies that work in classrooms across the country can be identified through experimental research. Standards documents as well as No Child Left Behind legislation emphasize that all children can learn, implicitly framing children as relatively homogeneous except for differences in achievement level; differences such as those based in culture or language are minimized in standards discussions.

For example, Gallegos (1998) described huge differences between the ideology about America in the curriculum he experienced growing up, and the ideology he learned from Mexican and Indian family Teachers’ Beliefs About Knowledge 31 members. “The stories about how the world works that I heard and learned growing up are so radically different from the explanations I learned in institutions that they are almost irreconcilable” (p. 244). Several years ago I examined teachers’ conceptions of multicultural education (Sleeter, 1992).

7. If you feel attacked or threatened by what another person is saying, it’s okay to express your feelings, but own them. ” You might also take a short time-out before saying anything. 8. You don’t have to disclose anything you do not wish to disclose. If you are feeling threatened or uneasy and would rather keep your thoughts private, you have a right to do so. Recognize, however, that if all of us never disclosed anything controversial, there would be even less understanding of differences than there is now.

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