Published by Routledge for the American Association of Colleges for Teacher Education This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America’s students. Marilyn Cochran-Smith’s Foreword and Donaldo Macedo’s Introductory Essay set the context with respect to teacher education and student demographics, followed by a series of chapters presented in three sections: knowledge, practice, and policy. The literature on language education has typically been discussed in relation to preparing ESL or bilingual teachers. Typically, needs of culturally and linguistically diverse students, including immigrants, refugees, language minority populations, African Americans, and deaf students, have been addressed separately. This volume emphasizes that these children have both common educational needs and needs that are culturally and linguistically specific. It is directed to the preparation of ALL teachers who work with culturally and linguistically diverse students. It not only focuses on how teachers need to change but how faculty and curriculum need to be transformed, and how to better train teacher education candidates to understand and work efficaciously with the communities in which culturally and linguistically diverse students tend to be predominant. The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.

Provides a critical space in which to interrogate the ways in which postcolonial voices are imagined and struggle to be valued, heard, and responded to. Takes the imagination of the postcolonial as its focus, acknowledging that it is a troubling, unsettling, and ambiguous concept requiring re-visiting and re-interpretation.

This book explores the fascinating and complex interactions between the ways that culture and education operate within and across societies. In some cases, education is imagined as an integrated part of general cultural phenomena; in others, educational interventions become the means for transforming the cultural circumstances of different populations. The contributors to this volume show how certain educational practices produce new cultural and professional knowledge; discuss the impacts of initially foreign educational ideas and institutions on established cultural institutions in very different societies; and explore the impacts of modernity and modern educational ideas on more traditional gendered and religious practices and communities. The book also provided striking examples of when these impacts were not benign. Increasingly powerful twentieth-century governments attempted to use education and schools to produce new, reformed citizens suitable for their newly created colonial, national, socialist, and fascist states. The expectation was that cultural and social transformation might be engineered, in major part, through schooling. This book was originally published as a special issue of Paedagogica Historica.

Ron Berger writes about the importance of comprehensive school culture in effective schools that shepherd students to success. This slim book is frequently used as a common read to provide inspiration and provocation to school communities.

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Are cultural centers ethnic enclaves of segregation, or safe havens that provide minority students with social support that promotes persistence and retention?Though Black cultural centers boast a 40-year history, there is much misinformation about them and the ethnic counterparts to which they gave rise. Moreover, little is known about their historical roots, current status, and future prospects. The literature has largely ignored the various culture center models, and the role that such centers play in the experiences of college students. This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions.In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed to multicultural centers, relations with the outside community, and integration with academic and student affairs to support the mission of the institution. For administrators and student affairs educators who are unfamiliar with these facilities, and want to support an increasingly diverse student body, this book situates such centers within the overall strategy of improving campus climate, and makes the case for sustaining them. Where none as yet exist, this book offers a rationale and blueprint for creating such centers. For leaders of culture centers this book constitutes a valuable tool for assessing their viability, improving their performance, and ensuring their future relevance – all considerations of increased importance when budgets and resources are strained. This book also provides a foundation for researchers interested in further investigating the role of these centers in higher education.

This book analyzes equity and diversity in schools and teacher education. Within this broad and necessary context, the book raises some critical issues not previously explored in many multicultural and urban education texts.