Now in its tenth edition, this bestselling textbook assists educators to effectively respond to the ways race, social class, and gender interact to influence student behavior and learning. Contributions from leading authorities in multicultural education discuss the effects of class and religion on education; differences in educational opportunities for male, female, and LGBTQ students; and issues surrounding non-native English speakers, students of color, and students with disabilities. Contemporary in relevance, this timely volume promotes multicultural education as a process of school reform. Practical advice helps teachers increase student academic achievement, work effectively with parents, improve classroom assessment, and benefit from diversity.
James A. Banks is the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus at the University of Washington, Seattle. His research focuses on multicultural education and diversity and citizenship education in a global context. He is the author of An Introduction to Multicultural Education (Sixth Edition, Pearson) and editor of Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching, published by the American Educational Research Association (AERA).
The Journal for Multicultural Education is a double-blind peer reviewed journal. Published quarterly, the editorial objectives and coverage focus on: Fostering research into the management of multicultural education, understanding multicultural education in the context of teacher-learner equity and enabling learners to collaborate more effectively across ethnic, cultural and linguistic lines.
This handbook for educators and researchers consists of an unparalleled set of conceptual essays and empirical studies that advance new perspectives and build empirical ground on multicultural education issues from 10 different selected societies in Asia Pacific. This unique, edited book will be a solid resource particularly for graduate students, educators, and researchers involved in multicultural education, given its multiple balances in terms of 1) conceptual essays, empirical studies, and practical implications; 2) contributions from emerging scholars, established scholars, and leading scholars in the field; and 3) comprehensive coverage of key subareas in multicultural education. Given the growing need for in-depth understanding of multicultural education issues in the Asia Pacific region where we have witnessed increasing human mobility and interaction across countries and societies, this edited book is the only research-based handbook entirely focusing on multicultural education in Asia Pacific.
'This innovative volume engages with core theoretical and empirical issues concerned with education and diversity in a region of rapidly increasing global significance.' - Leslie Bash, Social Science, UCL Institute of Education, UK.
'Given the growing significance of multicultural education in many countries around the world, this volume is both timely and needed. By highlighting the unique contexts, challenges, and accomplishments of multicultural education in 10 societies in Asia Pacific, the editors and the authors of this significant text provide a valuable service to educators around the world. The editors, already well known and highly respected researchers in the field, contribute a valuable service to all of us who care about equality, justice, and diversity in education. Academics, researchers, teachers, policymakers and others will find this volume helpful in illuminating the meaning of multicultural education in another part of the world.' - Sonia Nieto, Professor Emerita, Language, Culture, and Teaching, College of Education, University of Massachusetts, USA
'This handbook significantly contributes to the analytical work on multicultural education by showcasing the diverse perspectives employed in each of the countries in Asia Pacific and highlighting the lessons learned. The editors, who are highly respected in the field, through this publication, present how multicultural education is an effort to reflect the values of the changing society into the classroom and vice versa. Educators, researchers, policy makers and teachers alike will find the critical lenses applied in this handbook to be practical, as well as inspiring, towards enabling a truly inclusive and transformative education for all in the Asia-Pacific and globally.' - Utak Chung, Director, Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO, SouBook SeriesThis book is included in the following series:
This book tells us how various global regions are dealing with three major concerns within the field of multicultural education: *the conceptualization and realization of \"difference\" and \"diversity\"; *the inclusion and exclusion of social groups within a definition of multicultural education; and *the effects of power on relations between and among groups identified under the multicultural education umbrella. All of the chapter authors pay attention to these themes, but, at the same time, they bring their particular interests and perspectives to the book, addressing issues, such as linguistic, racial, ethnic, and religious diversity; class; educational inequalities; teacher education; conceptualizations of citizenship; and questions of identity construction. In addition, the authors offer both historical and social contexts for their analytical discussion of the ideals and practices of multicultural education in a particular region. This is not a book that tells us about multicultural education with an international \"twist\"; it provides readers with different ways to think, talk, and do research about issues of \"diversity,\" \"difference,\" and the effects of power as they relate to education.
Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicultural education in the 21st century. It argues that the ideas fashioned in 1970s 'multiculturalism' are no longer adequate for the culturally complex world in which we now live. Much multicultural education celebrates superficial forms of difference and avoids difficult questions around culture in an age of transnational flows and hybrid identities. Megan Watkins and Greg Noble explore the understandings of multiculturalism that exist amongst teachers, parents and students. They demonstrate that ideas around culture and identity don't match the complexities of the social contexts of schooling in migrant-based nations such as Australia, the UK, the USA, Canada and New Zealand. Doing Diversity Differently in a Culturally Complex World draws on comprehensive research undertaken in Australian schools. It examines how a diverse range of schools address the challenges that 'superdiversity' poses, considering how the strengths and limitations of each school's approach reflect wider logics of traditional multiculturalism. In contrast, the authors argue for a transformative multiculturalism involving a critically reflexive approach to understanding the processes, relations and identities of the contemporary world.With a Foreword by Fazal Rivzi, Emeritus Professor, University of Illinois at Urbana-Champaign, USA and Professor of Global Studies in Education, University of Melbourne, Australia. 153554b96e