Collection of articles on the theory and pedagogy of multicultural and bilingual education.

This book develops an account of 'inclusive multicultural governance' which is contrasted with assimilationist and separatist/differentialist approaches to the political management of and accommodation of multicultural diversity in liberal democracies.

Machine generated contents note: -- Introduction -- Part 1 -- Chapter 1: Positioning the Author -- Chapter 2: Theoretical Perspectives -- Chapter 3: Methodology: From Theory to Implementation -- Chapter 4: Schools in Their Contexts -- Part 2 -- Chapter 5: The Parents -- Chapter 6: Teachers at Their Work -- Chapter 7: The Children -- Part 3 -- Chapter 8: School Routines: Culture, Religion, and Politics in the Classroom -- Chapter 9: Ceremonial Events -- Chapter 10: Conflicting National Narratives -- Part 4 -- Chapter 11: The Graduates -- Chapter 12: Conclusions

The civil rights movement and immigration reform transformed American politics in the mid-1960s. Demographic diversity and identity politics raised the challenge of e pluribus unum anew, and multiculturalism emerged as a new ideological response to this dilemma. This book uses national public opinion data and public opinion data from Los Angeles to compare ethnic differences in patriotism and ethnic identity and ethnic differences in support for multicultural norms and group-conscious policies. The authors find evidence of strong patriotism among all groups and the classic pattern of assimilation among the new wave of immigrants. They argue that there is a consensus in rejecting harder forms of multiculturalism that insist on group rights but also a widespread acceptance of softer forms that are tolerant of cultural differences and do not challenge norms, such as by insisting on the primacy of English.

Discusses the history of bilingual education policies in the United States.

This classic text integrates theory and practice to provide comprehensive coverage of bilingual and ESL education. The text covers the foundations of bilingual and ESL education (who the students are, what the policies are and have been, the role and development of language and culture) and provides a strong focus on what the teacher needs to know in a bilingual classroom (such as instruction strategies, teaching in content areas, assessment, and working with students with special needs). Woven throughout the text are quotes from bilingual and ESL students and teachers that illuminate the bilingual/ESL learning and teaching experience.

A new edition of the highly acclaimed book Multiculturalism and "The Politics of Recognition," this paperback brings together an even wider range of leading philosophers and social scientists to probe the political controversy surrounding multiculturalism. Charles Taylor's initial inquiry, which considers whether the institutions of liberal democratic government make room--or should make room--for recognizing the worth of distinctive cultural traditions, remains the centerpiece of this discussion. It is now joined by Jürgen Habermas's extensive essay on the issues of recognition and the democratic constitutional state and by K. Anthony Appiah's commentary on the tensions between personal and collective identities, such as those shaped by religion, gender, ethnicity, race, and sexuality, and on the dangerous tendency of multicultural politics to gloss over such tensions. These contributions are joined by those of other well-known thinkers, who further relate the demand for recognition to issues of multicultural education, feminism, and cultural separatism. Praise for the previous edition: