Cultural Diversity in Schools

From Rhetoric to Practice

Edited by Robert A. DeVillar, Christian J. Faltis, and James P. Cummins

Subjects: Social Context Of Education
Paperback : 9780791416747, 410 pages, May 1994
Hardcover : 9780791416730, 410 pages, May 1994
Out of print (Hardcover)

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Table of contents

Introduction
Reconciling Cultural Diversity and Quality Schooling: Paradigmatic Elements of a Socioacademic Framework
ROBERT A. DEVILLAR and CHRISTIAN J. FALTIS

Part 1: Cultural Diversity and Schooling

1. The Rhetoric and Practice of Cultural Diversity in U. S. Schools: Socialization, Resocialization, and Quality Schooling
ROBERT A. DeVILLAR

2. Cooperative Learning in the Culturally Diverse Classroom
DAVID W. JOHNSON and ROGER T. JOHNSON

3. Building Bridges for the Future: Anthropological Contributions to Diversity and Classroom Practices
STEVEN F. ARVIZU

Part II: Cultural Diversity and Teacher Education

4. Responding Successfully to Cultural Diversity in Our Schools: The Teacher Connection
ROBERT D. MILK

5. Mentoring, Peer Coaching, and Support Systems for First-Year Minority/Bilingual Teachers
MARGARITA CALDERON

Part III: Cultural Diversity in the Classroom

6. Cooperative Learning for Language-Minority Students
RICHARD P. DURAN

7. Influences of L1 Writing Proficiency on L2 Writing Proficiency
ROBERT S. CARLISLE

8. Promoting Positive Cross-Cultural Attitudes and Perceived Competence in Culturally and Linguistically Diverse Classrooms
KATHRYN J. LINDHOLM

9. Managing Behavior in the Culturally Diverse Classroom
SAUNDRA SCOTT SPARLING

10. Effectiveness of Bilingual Education: A Comparison of Various Approaches in an Elementary School District
LINDA GONZALES

Part IV Cultural Diversity and Technology

11. A Communicative Computer Environment for the Acquisition of ESL
NIDIA GONZALEZ-EDFELDT

12. Bilingual Team-Teaching Partnerships Over Long Distances: A Technology-Mediated Context for Intragroup Language Attitude Change
DENNIS SAYERS

13. Teaching Teachers about Computers and Collaborative Problem-Solving
HOWARD BUDIN

14. Pedagogical and Research Uses of Computer-Mediated Conferencing
ARMANDO A. ARIAS, JR. , and BERYL BELLMAN

Conclusion
The Socioacademic Achievement Model in the Context of Coercive and Collaborative Relations of Power
JIM CUMMINS

Author Index

Subject Index

Description

This book confronts the patterns of school failure often faced by subordinated minority groups in the United States. It does so by presenting a socioacademic framework that is based on the notion that all groups can have comparable access to quality schooling, comparable participation in the schooling, and derive comparable educational benefits from their participation. Organized around three key, interrelated components—communication, integration, and cooperation—the book combines theoretical concepts with actual classroom practices that support change. It moves us from a position of rhetoric about educational equality to one that actively addresses the socioacademic needs of students in a culturally diverse society.

Robert A. DeVillar is Associate Professor in the Department of Advanced Educational Studies at California State University, Bakersfield. Christian J. Faltis is Associate Professor in the Program in Multicultural Education at Arizona State University. DeVillar and Faltis are authors of Computers and Cultural Diversity: Restructuring for School Success also published by SUNY Press. James P. Cummins is Professor in the Department of Curriculum at The Ontario Institute for Studies in Education.

Reviews

"This work is an important and significant contribution to the field of education. The insightfulness of the editors and contributors lead us into the future, today. A future which may be difficult for some to understand and even more difficult to change; a future where communication, integration, and cooperation become fundamental organizing principles; a future where these principles can truly make school a successful context for culturally diverse students, their teachers, and communities. National and local educational goals cannot be reached if the perspective to reach those goals is not changed. This work provides us with a means to analyze, discuss, reflect, and generate a new vision for the 21st century. "—José S. Hernández, California Sate University San Bernardino