The Intersection of Cultures: Multicultural

The Intersection of Cultures: Global Multicultural Education, Fourth Edition offers a unique, problem-solving approach to the complex issues involved in educating culturally and linguistically diverse students. Perfect for any course devoted wholly or in part to the study of multicultural education, this text addresses a wealth of topics. A particular focus in this edition is the current global migration of peoples, and the tension between local and global cultures. Part One, Multiculturalism, includes chapters on cultural differences and schooling, dominated cultures, and immigrant cultures. Chapters in Part Two, Cultural Frames of Reference, address monoculturalism, biculturalism, and ethnic identity; multicultural minds; history, gender, and social class; and the intersection of school culture with dominated and immigrant cultures. Part Three, Perspectives on Teaching Multicultural Education, includes chapters on teaching about racism; teaching about sexism; and teaching toprotect and preserve cultures. All chapters include model multicultural lessons for elementary through college classes. These lessons serve a dual functionfirst, they can be used to help teach the content of the chapter, and second, elementary, middle school, and high school teachers can use these lessons in their own classes. Each chapter concludes with a "Personal Frames of References" section designed to engage students in relating multiculturalism to their own lives. New in the Fourth Edition: *cultural differences in ways of seeing, knowing, and interrelating with the world; *recent research findings from cross cultural psychology and the psychology of immigration; and *methods for educating "multicultural minds".

Preface	p. xiii
About the Author	p. xvii
Multiculturalism	p. 1
Cultural Differences and Schooling	p. 3
Chapter Plan	p. 4
Individualist and Collectivist Cultures: Basic Character Traits	p. 5
Individualist and Collectivist Cultures: Seeing, Knowing, and Interrelating with the World	p. 7
Universal Rules, Context, and Causality	p. 11
Are You an Individualist or a Collectivist?	p. 13
Defining American Culture	p. 14
American Culture, Anger, and Multiculturalism	p. 19
Multiculturalism and American Culture	p. 23
American Schools and the Meaning of American Culture	p. 26
The Culture of Economic Success and Consumption	p. 28
The Dominant American Culture and Ways of Seeing, Knowing, and Interrelating with the World	p. 30
Black Mobility and Assimilation to the Dominant Culture	p. 31
The Culture of Success for Jews, Women, Asians, Latinos/Latinas, Lesbians/Gays, and Low-Income Whites	p. 34
Economic Success versus Cultural Diversity	p. 37
E.D. Hirsch and Cultural Literacy	p. 38
The Dominant Culture as White Anglo-Saxon Values	p. 39
Should We Teach the Values of the Dominant Culture?	p. 41
A Lesson on Cultural Differences: Native American and English Cultures	p. 41
Conclusion: Multicultural Education	p. 47
Personal Frames of Reference	p. 48
Dominated Cultures	p. 53
Cultural Domination and Voluntary Immigration	p. 54
The Intersection of African and European American Cultures	p. 55
Ethnocentric Education: Dominated Cultures	p. 64
Debating Education Based on Dominated Cultures	p. 66
Teaching Hawaiian Culture: Alternative or Transition to Economic Success	p. 68
Traditional and Scientific Knowledge	p. 73
Indigenous Ways of Seeing, Knowing, and Interrelating with the World	p. 75
Is "White Trash" a Dominated Culture?	p. 78
Empowerment through Multicultural Education	p. 80
Educating for Cultural Power	p. 83
Conclusion	p. 84
Personal Frames of Reference	p. 85
Immigrant Cultures	p. 89
Patterns of Immigrant Acculturation	p. 91
Summer Camps for Cultural Survival	p. 96
Shootings at a Convenience Store and in the Woods	p. 98
Rebellion and School Uniforms	p. 102
Muslim Schools: Finding a Safe Haven	p. 104
Wearing Your Knicks Jacket at the Zocalo	p. 106
Transnationalism: The Multicultural Immigrant	p. 108
Varieties of Educational Experience	p. 109
Conclusion: Knowing Immigrant Cultures	p. 113
Personal Frames of Reference	p. 113
Cultural Frames of Reference	p. 117
Cultural Frames of Reference: Monoculturalism, Biculturalism, and Ethnic Identity	p. 119
Developing Biculturalism	p. 120
Biculturalism: Frame Switching	p. 122
Benefits of Biculturalism	p. 123
Monoculturalism and Biculturalism	p. 124
Development of Ethnic Identity	p. 132
Pre-Encounter	p. 133
Encounter	p. 134
Immersion-Emersion	p. 135
Immersion	p. 135
Internalization	p. 137
Conclusion: Ethnic Identity, Biculturalism, and Monoculturalism	p. 137
Personal Frames of Reference	p. 139
Multicultural Minds	p. 143
Educating Multicultural Minds: The Case of Singapore	p. 144
Educating Multicultural Minds: The European Union	p. 146
English as the World Language?	p. 151
Frame Switching from Local to Global: English as the Global Language	p. 152
Cross-Cultural Communications and Multicultural Minds	p. 157
Communicating between Japan and the United States	p. 158
Making English Global: The Role of Programs in English as a Second Language	p. 160
The Right to Language and Culture in the Global Economy: Maintaining Multicultural Minds	p. 162
Protecting Language and Culture in the United States	p. 165
Conclusion	p. 166
Personal Frames of Reference	p. 167
Cultural Frames of Reference: History, Gender, and Social Class	p. 173
Official History and Folk History	p. 174
Gender	p. 183
Gender and Immigration	p. 184
Conflict and Gender Roles	p. 186
Social Class	p. 189
Social Class and Cultural Capital	p. 192
Conclusion	p. 196
Personal Frames of Reference	p. 197
The Intersection of School Culture with Dominated and Immigrant Cultures	p. 199
Inequality and Schooling	p. 203
Resistance: The Intersection of School and Dominated Cultures	p. 205
Resistance: Native Americans	p. 208
Latinos/Latinas: The Intersection of School, Dominated, and Immigrant Cultures	p. 209
Asians: Comparing Dominated and Immigrant Cultures	p. 211
Alienation: The Intersection of School and Family Values	p. 213
Cultural Conflicts	p. 216
Conclusion	p. 217
Personal Frames of Reference	p. 218
Perspectives on Teaching Multicultural Education	p. 221
Teaching about Racism	p. 223
The Concept of Race	p. 224
Racism	p. 231
Teaching about White Guilt	p. 233
Teaching about Slavery to African Americans	p. 236
An Antibias Curriculum	p. 237
The Teaching Tolerance Project	p. 240
Antidefamation League	p. 242
La Escuela Fratney	p. 243
Conclusion: Racism and the Global Market	p. 245
Personal Frames of Reference	p. 246
Teaching about Sexism	p. 251
Global Concerns about Gender Equity in Education	p. 251
Republican Motherhood	p. 255
Gender Discrimination in the Classroom	p. 258
Single-Sex Schools and Classrooms	p. 263
Consciousness-Raising According to the Methods of Paulo Freire	p. 266
Gender Inclusive Curricula	p. 268
Conclusion	p. 272
Personal Frames of Reference	p. 274
Teaching to Protect and Preserve Cultures	p. 279
Models of Indigenous Education: Educating for the Child, Family, and Community	p. 279
Asante: Classical Africa	p. 285
Afrocentric Pedagogy	p. 286
Holistic Learning	p. 290
Personal Witnessing	p. 291
What Every Child Needs to Know	p. 294
Conclusion	p. 299
Personal Frames of Reference	p. 299
Conclusion: The Necessity of Global Multicultural Education	p. 303
Possible Results of Globalization	p. 304
Summary: The Necessity of Global Multicultural Education	p. 305
Author Index	p. 307
Subject Index	p. 311
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The Intersection of Cultures: Multicultural Education in the United States and the Global Economy

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