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Feather boas, black hoodies, and John Deere hats : discussions of diversity in K-12 and higher education
In Feather Boas, Black Hoodies, and John Deere Hats, Jones once again challenges our beliefs about difference and acceptance. As one reviewer writes, \"through a series of rich narratives, Jones provides examples of attitudes, experiences, and institutional acts that continue to propagate the marginalization of people in our communities. Intertwined within these stories are thoughtfully selected ideas to help us understand that embracing difference, and not merely respecting it, can be the catalyst for real change in all of us.\" The book engenders a dialogic space for individuals to grapple with the idea of difference and the importance of inclusion in educational environments, and by extension broader society -- Back cover.
Book
Arts integration : teaching subject matter through the arts in multicultural settings
\"Now in its sixth edition, Merryl Goldberg's popular volume Arts Integration presents a comprehensive guide to integrating the arts throughout the K-12 curriculum, blending contemporary theory with classroom practice. Beyond teaching about arts education as a subject in and of itself, the text explains how teachers may integrate the arts-literary, media, visual, and performing-throughout the subject curriculum, offering a wealth of strategies, techniques, and examples. Promoting ways to develop children's creativity and critical thinking while also developing communications skills and fostering collaboration and community activism, Arts Integration explores assessment and the arts, engaging English Language Learners, and using the arts to teach academic skills in science, math, history, and more. This text is ideal as a primer on arts integration and a foundational support for teaching, learning, and assessment, especially within the context of multicultural and multilingual classrooms. In-depth discussions of the role of arts integration in meeting the goals of Title I programs, including academic achievement, student engagement, school climate and parental involvement, are woven throughout the text, as is the role of the arts in nurturing Creative Youth Development work and its importance to the community. This revised and updated sixth edition combines a social justice emphasis with templates for developing lesson plans and units, updated coverage on STEAM education, along with brand new examples, case studies, and research. An expanded range of eResources are also available for this edition, including links to further resources readings, additional imagery and videos, and sample lesson plans. Merryl Goldberg is a Professor of Visual and Performing Arts at California State University San Marcos, USA. She is founder and director of Center ARTES, an organization dedicated to restoring the arts to education, author of numerous publications, and recipient of many grants relating to her work with the arts in schools. Prior to entering academia, she recorded numerous CDs and was on the road for 13 years playing saxophone with the Klezmer Conservatory Band\"-- Provided by publisher.
BOOK
Cultural diversity and education
This comprehensive book explores the importance of cultural diversity in the field of education. It delves into the significance of embracing diverse backgrounds, beliefs, and perspectives within the classroom. With a focus on creating inclusive learning environments, the book provides valuable insights into curriculum development and teaching strategies that promote cultural understanding and sensitivity. Through a variety of case studies and practical examples, readers gain a deeper understanding of how cultural diversity can enrich the educational experience for both students and educators. This book is an essential resource for anyone passionate about fostering inclusive education.
eBook
Exercises for Rebel Artists
In Exercises for Rebel Artists, Guillermo Gomez-Pena and Roberto Sifuentes use their extensive teaching and performance experience with La Pocha Nostra to help students and practitioners to create 'border art'.
Designed to take readers right into the heart of radical performance, the authors use a series of crucial practical exercises, honed in workshops worldwide, to help create challenging theatre which transcends the boundaries of nation, gender, and racial identity.
The book features:
Detailed exercises for using Pocha Nostra methods in workshops
Inspirational approaches for anyone creating, producing or teaching radical performance
A step-by-step guide for large-scale group performance
New, unpublished photos of the Pocha Nostra method in practice
Exercises for Rebel Artists advocates teaching as an important form of activism and as an extension of the performance aesthetic. It is an essential text for anyone who wants to learn how use performance to both challenge and change.
eBook
Diversity Awareness for K-6 Teachers
Diversity Awareness for K-6 Teachers - An Approach to Learning and Understanding Our World is a guide appropriate for elementary teachers and university level preservice teachers.The themes are relevant to today's world and include age-appropriate activities designed to increase student participation and learning.
eBook
Going performative in intercultural education
Over the last two decades drama pedagogy has helped to lay the foundations for a new teaching and learning culture, one that accentuates physicality and centres on performative experience. Signs of this ‘performative turn’ in education are especially strong in the field of foreign/second language teaching. This volume introduces scholars, language teachers, student teachers and drama practitioners to the concept of a performative foreign language didactics. Approaching the subject from a wide variety of contexts, the contributors explore the extent to which performative approaches, emphasising the role of the body as a learning medium, can achieve deep intercultural learning. Drama activities such as improvisation, hot seating and tableaux are shown to create rich opportunities for intercultural encounters that transport students beyond the parameters of conventional language, literature and culture education.
eBook
International partnerships. 1, Enhancing the curriculum
Headteachers and teachers who have visited schools in Latin America demonstrate how their experiences have invigorated teaching and learning in secondary and primary schools in England. The visits have led to international communication between pupils about their schools and lifestyles, but have also brought new ideas and insights into the classroom. This programme features South Dartmoor Community College, where the technology department uses designs from Brazil; West Drayton Primary, in west London, which is introducing Portuguese; Willingdon Community School in Sussex, where the citizenship class debates the meaning of national identity; and Willingdon Primary, which is teaching Spanish to all years including reception. The programme highlights the importance of international partnerships to help prepare young people for their place in a global society.
Streaming Video
Building Cultural Bridges in Education
Building Cultural Bridges in Education is a collection of 15 papers written by scholars from around the world, who came together in their shared interest to promote an understanding of, and appreciation for, the rich and varied contemporary theoretical assumptions and current trends in language, education, linguistics, literature and intercultural communication. As a result, the papers in this volume represent breadth and depth, rigor and relevance in discussion of numerous, and always varyin.
eBook
Self-Determined Learning in a Multicultural Context of Teacher Education
This theoretical–conceptual article examines the ongoing challenges of teacher education in multicultural contexts, focusing on the tension between uniform, mandatory curricula and the needs and identities of diverse cultural groups. The central problem discussed is that contemporary pedagogical structures, often grounded in a hegemonic cultural framework and in a disciplinary canon perceived as “objective,” create barriers, exclusion, and inequality for minority groups in teacher education. This article aims to critically examine the suitability of traditional pedagogical models for multicultural teacher education and to propose a principled alternative based on self-determined learning (heutagogy) as an alternative educational paradigm. The analysis draws on theoretical and philosophical literature in the philosophy of education, multicultural education, and theories of knowledge and learning, juxtaposing approaches that emphasize a binding disciplinary canon—commonly associated with conservative-liberal thought—with critiques that challenge its authority, objectivity, and universality. The article’s central proposal is the adoption of heutagogy in multicultural teacher education—an approach that places the learner at the center and enables students to define their learning pathways, research questions, and knowledge sources in accordance with their cultural and social contexts. Within this framework, “melting pot” conceptions and standardized curricula are rejected in favor of fostering an equitable, reflexive, and culturally responsive educational environment. The article concludes that implementing heutagogy in multicultural teacher education is not merely a pedagogical–technical move but requires a conscious philosophical and value-based choice between learner-centered educational models emphasizing autonomy and cultural pluralism, and society-centered models grounded in a shared knowledge canon and disciplinary authority.
Journal Article