Culture, Curriculum, and Identity in Education
by Milner, H. Richard, IVFormat: Hardcover
Pub. Date: 2010-02-15
Publisher(s): Palgrave Macmillan
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Summary
This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, with a range of students in different spaces across the U.S. and abroad. Readers are invited to visualize whatcan bein schools and how teacher educators can serve as leaders in the fight for social justice-oriented curriculum development and implementation. Researchers are challenged to pose different kinds of questions questions that look at the possibilities rather than those of difficulties in their work to address and transform institutional and systemic inequality, inequity, oppression, marginalization, and discrimination in education.
Author Biography
H. Richard Milner IV is Associate Professor of Education in the Department of Teaching and Learning at Vanderbilt University. His research, teaching, and policy interests are (a) urban education, (b) race and equity in society and education, and (c) teacher education. He is the editor of the book Diversity and education: Teachers, teaching, and teacher education (2009) and is the co-editor (with E.W. Ross) of Race, ethnicity, and education: The influences of racial and ethnic identity in education (2006). Dr. Milner can be reached at rich.milner@vanderbilt.edu.
Table of Contents
| List of Illustrations | p. ix |
| Foreword | p. xi |
| Acknowledgments | p. xvii |
| Introduction: Culture, Curriculum, and Identity in Education | p. 1 |
| Identity and P through 12 Curriculum in Multiple Contexts | |
| The Identity-Perception Gap: Teachers Confronting the Difference between Who They (Think They) Are and How They Are Perceived by Students | p. 15 |
| Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons from an African American Teacher in a Suburban English Classroom | p. 37 |
| Culture, Curriculum, and Identity with Implications for English-Language Learners and Immigration | |
| Promoting Educational Equity for a Recent Immigrant Mexican Student in an English-Dominant Classroom: What Does It Take? | p. 77 |
| As Cultures Collide: Unpacking the Sociopolitical Context Surrounding English-Language Learners | p. 95 |
| Schooling and the University Plans of Immigrant Black Students from an Urban Neighborhood | p. 117 |
| Spirituality as Identity with Implications for Research and Teaching | |
| Leadership and a Critical Spirit of Resistance: New Ways to Conceptualize Qualitative Research on Leadership and Spirituality | p. 143 |
| Awakening the Spirit: Teaching, Learning, and Living Holistically | p. 161 |
| Culture, Curriculum, and Identity with Implications for Teacher Education | |
| Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education | p. 181 |
| Messages to Teacher Educators from the Margins: Teachers of Color on Equity in Diverse Classrooms | p. 207 |
| Afterword | p. 223 |
| Contributors | p. 231 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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