Del 0 - Foundations of Multicultural Education

Multicultural Curriculum Transformation in Science, Technology, Engineering, and Mathematics

Inbunden, Engelska, 2018

AvChristine Clark,Amanda VandeHei-Carter,Kenneth J. Fasching-Varner,Zaid M. Haddad,Amanda Vandehei-Carter,Kenneth J. Fasching-Varner

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This volume focuses on multicultural curriculum transformation in Science, Technology, Engineering, and Mathematics or STEM subject areas broadly, while also focusing on sub-content areas (e.g., earth science, digital technologies) in greater detail. The discussion of each sub-content area outlines critical considerations for multicultural curriculum transformation for the sub-content areas by grade level (early childhood and elementary school education, middle and/or junior high school education, and high school education) and then by organizing tool parameters: standards (both in a generalized fashion, and specific to Common Core State Standards, among other standards), educational context, relationships with and among students and their families, civic engagement, considerations pertaining to educational “ability” broadly considered (for example, for gifted and talented education, bilingual gifted and talented education, “regular” education, bilingual “regular” education, special education, bilingual special education), as well as relative to specific content and corresponding pedagogical considerations, including evaluation of student learning and teaching effectiveness. In this way, the volume provides a conceptual framework andconcrete examples for how to go about multiculturally-transforming curriculum in STEM curricula. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work at focus in each subject area and at varied grade levels. Readers are exposed to “things to think about,” but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. It bridges the gaps between preparing PK-12 teachers to be able to 1) independently multiculturally adapt existing curriculum, and, 2) create new multicultural curriculum differentiated for their content areas and grade levels, while also, 3) providing ample examples of what such adapted and new differentiated curricula looks like. In so doing, this volume also bridges the gaps between the theory and practice of multicultural curriculum transformation in higher and PK-12 educational contexts.

Produktinformation

Utgivningsdatum2018-07-27
Mått161 x 236 x 23 mm
Vikt590 g
FormatInbunden
SpråkEngelska
SerieFoundations of Multicultural Education
Antal sidor320
FörlagBloomsbury Publishing Plc
ISBN9781498580519

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Christine Clark is professor and senior scholar for multicultural education and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas. Amanda VandeHei is assistant professor of literacy in the School of Education at Nevada State College. Kenneth J. Fasching-Varner is the Shirley B. Barton Endowed associate professor of education and director of the Higher Education Administration Program at Louisiana State University.Zaid M. Haddad is assistant professor of interdisciplinary studies & curriculum and instruction and a member of the Department of Interdisciplinary Learning and Teaching at the University of Texas, San Antonio.

PrefaceAcknowledgementsIntroduction, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. HaddadMathematicsChapter 1: Transforming Family “Math Night” with Latina/Latino Middle School Parents: Communicating about the Adoption of Common Core State Standards, Yolanda De La CruzChapter 2: Using Iterative Visuals and Virtual Manipulatives to Support English Language Learners in Mathematics Education, Sarah A. RobertsChapter 3: Rethinking the Teaching and Learning of Latina/Latino Students to Promote a Multicultural Mathematics Education, Javier Díez-Palomar and Carlos A. LópezLeiva Chapter 4: Students Who Speak English as a Second Language: Preparing Teachers for Changing Demographics—An Innovative and Collaborative Approach, Bettibel Kreye and Gresilda A. Tilley-LubbsScienceChapter 5: Teaching Biology in the Age of the Next Generation Science Standards: Methodology for Teaching in High Needs Schools, Antoinette LintonChapter 6: LGBT-Inclusion Across the Life Science Curriculum, Mary HoelscherChapter 7: Earth Shaking Dragons and Orphan Tsunamis: Transforming Middle School Earth Science and STEM through Studying Ancient Science Inquiry and Multicultural Collaborations in Earthquakes, Tsunamis, and Disaster Preparedness, Marna Hauk and Adam Masaki JoyChapter 8: Classroom Meteorologists: Transforming Science Content in a Dual Language Second Grade Classroom, Sandra Lucia OsorioMathematics and ScienceChapter 9: Rethinking Art in Mathematics and Science, Jeff Sapp EngineeringChapter 10: Effective Engineering Models for Multicultural Curriculum Transformation in STEM: Engineering for All, Laura Luna, Twanelle Walker Majors, and Jennifer MeadowsTechnologyChapter 11: Multicultural Technology Education: The Need to Teach Digital Technologies to All Students, Janessa Schilmoeller, Lori Griswold, and Neal StrudlerMathematics, Science, Engineering, and TechnologyChapter 12: Coming Out of the Lab Closet: Queering STEM Education for Student Success and Well-Being, Allison Mattheis, Jeremy B. Yoder, and Dixon PereyChapter 13: Considering Women’s Ways of Knowing in STEM, Tracy Arnold, Eshani Gandhi, Schetema Nealy, and Brian TrinhCoda, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. HaddadResourcesAbout the Editors and AuthorsIndex

It can easily be argued that curriculum—the ‘what’ we want students to know—is foundational in the education of any nation’s young people. Because knowledge is constructed, we also know that it’s contested. It is highly impacted by the political, social, and cultural context of education. Curriculum, then, is often at the cross-roads of intensive debates between those who wish to defend the traditional “canon” and those who wish to pursue a transformative curriculum that is rooted in principles of diversity, equity, and inclusion. The latter asks for a curriculum rooted in the lives of students, reflective of their social and cultural experiences, and responsive to the hopes and visions of families and communities of what it means to be educated.A significant critique of this vision of a critical multicultural curriculum is the disconnection between theoretical and conceptual understandings with actual classroom activity. Many teachers have not experienced nor been prepared to teach for diversity, equity, and inclusion. This volume provides a framework for understanding what a transformative multicultural education curriculum entails, connects it to specific content areas, and supports and encourages teachers in enacting that curriculum.This volume is especially critical at a time of often intense debates about what our nation’s students should learn. It offers a much welcomed, hopeful, visionary, and actionable curriculum for any teacher who wishes to pursue schooling for social justice.