Contents
Preface
Acknowledgments
1. The Centrality of Culture and Social Ideology in School Learning
2. The Deep Meaning of Culture
3. Personalizing Cultural Diversity
4. Learning About Diverse Populations of Students
5. Reframing the Curriculum
6. Redesigning Instruction
7. A Framework for Understanding Cultural Diversity in the Classroom
8. Putting it all Together
9. Transforming Professional Practice
References
Author Index
Subject Index
Biography
Etta R. Hollins holds the Ewing Marion Kauffman Endowed Chair in Urban Teacher Education, University of Missouri, Kansas City, USA.
"This text challenges educators to better understand themselves and their students through examination of the various facets of culture and their influence on and within educational settings, and provides a conceptual and practical framework for moving forward in developing culturally responsive environments and practices."
Peggy Hickman, Arcadia University, USA
"The emphasis on cross-cultural privilege is a special strength of this book. Learning to adapt to—or adopt—other cultural traditions, beliefs, and understandings is crucial for teachers who serve communities where there are people 'different from' the teacher. Understanding of some cultures not included here (e.g., homeless students, LGBTQ communities, families in poverty, bullied and bullying persons) will also need to taught to new teachers, and there are resources available for these and other cultures that were ignored in this book by Hollins."
Thomas Hansen, Illinois Association for Supervision and Curriculum Development
