Empowerment through Multicultural Education

Christine E. Sleeter is Associate Professor of Education at the University of Wisconsin-Parkside. She is co-author of After the School Bell Rings, Making Choices for Multicultural Education, and Turning on Learning.

• INTRODUCTION:Multicultural Education and EmpowermentChristine E. Sleeter PART I: Schooling and the Disempowerment of Children from Oppressed Groups 1. Doing School in an Urban Appalachian First GradeKathleen Bennett 2. Mapping Terrains of Power: Student Cultural Knowledge Versus Classroom KnowledgeChristine E. Sleeter and Carl A. Grant 3. Peer-Proofing Academic Competition among Black Adolescents: "Acting White" Black American StyleSignithia Fordham 4. Disempowering White Working-Class Females: The Role of the High SchoolLois Weis PART II: Strategies for Empowerment through Education 5. A Curriculum for Empowerment, Action, and ChangeJames A. Banks 6. Empowerment through Media Literacy: A Multicultural ApproachCarlos E. Cortes 7. Cooperative Learning as Empowering PedagogyMara Sapon-Shevin and Nancy Schniedewind 8. Teaching Children about Social Issues: KidpowerValerie Ooka Pang 9. Classroom Use of African American Language: Education Tool or Social Weapon?Selase W. Williams 10. The Empowerment of Language-Minority StudentsRichard Ruiz 11. Changing Our Ideas about Ourselves: Group Consciousness Raising with Elementary School Girls as a Means to EmpowermentLee Anne Bell 12. Who Is Empowering Whom? The Social Construction of EmpowermentSusan R. Takata PART III: Empowerment and Teacher Education 13. The Rationale for Training Adults as TeachersMartin Haberman 14. The Power to Empower: Multicultural Education for Student-TeachersRenee Martin Notes and References Notes on Contributors Index

"This volume is a powerful indictment of our public educational system. U.S. teachers and policymakers can no longer ignore issues of race, class, gender, ethnicity, and handicap in their teaching. We can no longer afford as a nation to stick our heads in the sand and label these issues as someone else's—their—problem. Teacher educators and others centrally concerned with schooling must directly address issues raised in this book." — Mary Louise Gomez, University of Wisconsin-Madison