Human Diversity in Education: An Integrative Approach

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9780073525976: Human Diversity in Education: An Integrative Approach

The third edition of Human Diversity in Education: An Integrative Approach continues to address the preparation of teachers for the wide diversity of students they are certain to meet in their classrooms, schools, and communities. The book continues to provide a broad treatment of the various forms of human diversity found in today's schools; including nationality, ethnicity, race, religion, gender, class, language, sexual orientation, and ability levels. This book maintains its unique approach; that is, its research-based cross-cultural psychological emphasis on how people learn about culture. The book is based on the assumption that it is at the level of the individual teacher where the change that must occur with regard to diversity in schools begins. It assumes that teachers must learn to incorporate issues of diversity in all their teaching, not simply teaching about members of minority groups. In the third edition new case studies are used to introduce major concepts at the start of chapters and brief cases called critical incidents are used to focus attention on key concepts at the end of chapters. Each copy of the text now includes a FREE additional book, Multicultural Education and the Internet: Intersections and Integrations.

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From the Publisher:

Case Studies and Critical Incidents. Case studies are used to introduce major concepts at the start of chapters. Critical Incidents refer back to the Case Study to provide additional information or relate the case to the chapter's content
Pedagogical System. A pedagogical system has been implemented including a chapter outline, objectives, bolded key terms, marginal Web links, an Online Learning Center chapter review, summary, reflection questions, and active exercises.
Updated Content. All chapters have been updated to reflect current scholarship and trends. Specific new coverage includes an emphasis on globalization, expanded focus on linguistic diversity and bilingual education and a new chapter in intercultural development (Ch. 4).
Connected to Human Diversity in Action. Throughout the text, appropriate activities from the Human Diversity in Action student workbook are referenced in the margins. Human Diversity in Action: Developing Multicultural Competencies for the Classroom, 2nd ed. provides an array of interactive exercises to engage students in culture learning about self and others.
Online Learning Center. An Online Learning Center now accompanies the text. At the end of each chapter, students are pointed towards the chapter review activities in the online Student Study guide that is housed on the Online Learning Center. In addition, the Web links listed in the margins are available on this site.
Two-Part Organization. Part I provides the background to the current multicultural education movement, explains how cultural differences develop in groups and individuals, and how individuals with different cultural identities go through the same adjustment process when confronted with cross-cultural situations. Part II then examines what teachers can do to make their multicultural classrooms into effective learning communities, that is, into classrooms that are collaborative, inclusive, developmentally appropriate, globally oriented, and religiously pluralistic. Historical background of multicultural education is embedded throughout these chapters.
Comprehensive Coverage of Diversity. The text examples multiple forms of diversity including religious, social class and status, sexual orientation, the ability/disability continuum, etc. in order to provide students will a full understanding of their future student's diversities.
Inclusive Approach. Human Diversity in Education applies 'multicultural' to all students - not just minority groups.
Focus on Individuals. Rather than focusing on groups, the authors have chosen to focus on intercultural interactions between individuals. There may very well be more diversity within a group than between groups, and students should come to realize that diversity acts on many levels, even within homogeneous groups.

About the Author:

Kenneth Cushner is Associate Dean for Student Life and Intercultural Affairs, and Professor of Education and in the College and Graduate School of Education at Kent State University. He received his doctorate at the University of Hawaii while on scholarship with the Institute of Culture and Communication of the East-West Center. Dr. Cushner is a frequent contributor to the professional development of educators and other professionals through workshops, writing, consulting, and travel programs. Among his publications, he is co-author of Intercultural Interactions: A Practical Guide, 2/e (Sage Publications, 1996); co-editor of Improving Intercultural Interactions, Vol. 2 (Sage Pub, 1997); editor of International Perspectives on Intercultural Education (Lawrence Erlbaum Associates, 1998), and author of Human Diversity in Action (McGraw-Hill, 1999). He has taught in schools or developed educational programs for teachers and youths on all seven continents, and is current Director of COST--The Consortium for Overseas Student Teaching. Averil McClelland is Associate Professor of Cultural Foundations of Education and Director of the Project on the Study of Gender and Education in the College of Education at Kent State University. She received her undergraduate degree in sociology with honors from Hiram College and her M.Ed. and Ph.D. in cultural foundations from Kent State University. The author of several articles on gender and multicultural issues in education, she is author of a sourcebook, The Education of Women in the United States, and a Member Center Director with the National Council for Research on Women. Philip Safford is Professor of Psychology, Case Western Reserve University, and Professor Emeritus, Special Education, Kent State University. His Ph.D. was earned through the combined program in education and psychology of the University of Michigan, with specialization in special education and developmental psychology. Previously, he had been a teacher of emotionally disturbed children and also a coordinator and director of special education in residential treatment programs. He has authored four books, all concerning special education for infants, toddlers, and preschool age children with disabilities, as well as numerous journal articles. He has directed or co-directed a number of training, research, and demonstration projects supported by federal and state grants in special education.

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