Books
Banks, J. A., (Ed.). (2004). Diversity and Citizenship Education: Global Perspectives.New York. Jossey-Bass. With a focus on issues of ethnicity, this book places the question of multicultural education in the perspective of political theory and gives nod to the fact that multicultural education is not just a matter of national unity, but of social justice. The contributors, an international group of scholars from numerous fields, use case studies to illustrate examples from twelve countries.
Banks. J. A. & Banks, C. A., (Eds.). (2003). Handbook of Research on Multicultural Education. New York: Jossey-Bass. Contributors to this landmark edited reference volume integrate forty years of research and scholarship with accurate portrayals of current issues surrounding multicultural education. There are thorough discussions of theory, research, and classroom technique in the light of issues that range from immigration and ethnic history to knowledge construction.
Bigelow, B., & Peterson, B., (Eds.). (2002) Rethinking Globalization: Teaching for Justice in an Unjust World. Milwaukee: Rethinking Schools, Ltd. A chorus of inspiring voices ring out from this wonderfully rich collection of essays, interviews, photos, cartoons, poems, and hands-on teaching tools. They address some of the most complex issues facing our world today, including sweatshops, child labor, hunger, debt and more. "This book dares to educate (us) about global economic and racial relations, insisting always on our collective responsibility to know, to organize, and to resist exploitation." -Michelle Fine.
Dunn, R., & Griggs, S. A. (1995). Multiculturalism and Learning Style. Teaching and Counseling Adolescents. Connecticut: Praeger. This consideration of learning style and the minority students analyzes and synthesizes the research that reveals the similarities and differences among the learning styles of culturally diverse populations and describes how to teach and counsel adolescents with different learning styles.
Enid, L., Menkart, D., & Okazawa-Rey, M. (Eds). (1998). Beyond heroes and holidays: a practical guide to K-12 anti-racist, multicultural education and staff development. Massachussetts: Teaching for Change. This book has some excellent lesson plans that have been collected by the authors from educators, members of different cultural communities, and activists for educational change throughout the country.
Hooks, B. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge. Hooks provides a personal account of her own struggles as a classroom teacher dealing with racism and sexism in the classroom, as well as the boredom and apathy that so often characterize the high school experience. She shares insights, strategies, and inspiration.
McCarthy, C., & Crichlow, W. (Eds).(1993). Race, Identity, and Representation in Education. New York: Routledge. This anthology gathers twenty four differing perspectives on issues of race, class, gender and nationality. The common thread throughout all selections is an opposition to racial inequality. The volume reveals the complexity of looking at the historical and social dynamics of race and the role it plays in contemporary education and society.
Nakanishi, D. T. & Nishida, T. Y. (Eds). (1995). The Asian American Educational Experience: A Sourcebook for Teachers and Students. New York: Routeledge. Many contributing authors are of Asian decent and provide insights into their experiences in education in the United States.
Pelo, A., & Davidson, F. That's Not Fair! A Teacher's Guide to Activism with Young Children. St. Paul, Minnesota: Redleaf Press. Noting that young children have a natural sense of what is and is not fair, this guide is intended to help teachers develop an anti-bias curriculum using children's sense of fairness to guide them toward social activism. The book provides stories of children's experiences as activists, coupled with first-person accounts of teachers' experiences and reflections. Interspersed throughout are songs for young children about fairness and activism.The book lists approximately 150 resources and references dealing with anti-bias and diversity education for teachers, and supporting children's dispositions for activism, as well as books for children on activism and on similarities and differences.
Randall, R. (2001) The Debt: What America Owes to Blacks. New York: Plume. An absorbing, broad-brush account of the story of US slavery and the ways its time-release debilitations still enmesh most African Americans today. Robinson poses important questions of the importance of acknowledgement (to both blacks and whites) of the crimes committed, and what might constitute compensation for 300 years of injustice.
Rehyner, J. (Ed.). (1992). Teaching American Indian Students. Norman, OK: University of Oklahoma Press. This book is a must for all educators and caretakers of Native American students. It includes the following chapters: Multicultural Education, Instruction Curriculum and Community, Language Development, Reading and Literature, and Teaching in the Content Areas.
Scniedewind, N., & Davidson, E. (1983). Open Minds to Equality: A sourcebook of Learning Activities to Promote Race, Sex, Class, and Age Equity. Englewood Cliffs, NJ: Prentice Hall. This resource book contains games and projects designed to raise students' awareness of differing perspectives and to avoid using stereotypes.
Sleeter, C. E. & Grant, C. A. (2002). Making Choices for Multicultural Education : Five Approaches to Race, Class, and Gender. New York: Wiley Textbooks. Sleeter and Grant have contributed much to the literature; in this important book the authors objectively discuss five ways to structure multicultural education. For each model they discuss: school and societal goals, target students, curriculum, instruction, classroom aspects, support services, and school-wide issues.
Thompson, C., Schaefer,
E., & Brod, H. (2003) White Men Challenging Racism.
North Carolina: duke University Press.
The authors break through the silence
and isolation that surrounds this topic, celebrating the stories of 35
white men who have conceptualized and go about the work of challenging
racism. These inspiring oral histories from academics, ministers, police
officers, firefighters, teachers, journalists, union leaders and community
organizers, ranging in age from twenty-six to eighty-six, connect these
men with one another and their allies in fighting racism in the US.
Young, I. M. (1997). Justice and the Politics of Difference. New Jersey: Princeton University Press. This book is an important contribution to critical and political theories. Young recognizes the institutionality of inequity in our society and argues that social justice requires explicit acknowledgment of and attention to our differences. This text examines democratic theory, cultural plurality, public policy, social movements, urban life, and deep-rooted perspectives on the social construct of race. While this text is not written for educators, the following chapters could inform and anti-bias perspective: "Five Faces of Oppression," "Social Movements and the Politics of Difference," "The Scaling of Bodies," "The Politics of Identity," and "Affirmative Action and the Myth of Merit."
Articles
Carter, M.(2000). Anti-Bias Work: Taking Up the Challenge. Child Care Information Exchange ( 132), 88-90. Presents strategies used in early childhood anti-bias workshops to promote understanding of the influences on identity development, including asking teachers to recall their earliest memory of differences. Discusses strategies to help participants recognize different forms of bias, such as analyzing materials with a group thinking process. Presents questions to use when developing guidelines for responding to bias.
Delpit, L.D., (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children. Harvard Educational Review 58, 280-298. Delpit examines power in society and in the educational system, specifically in relation to power dynamics that determine the education of poor children and children of color. It is suggested that all students be taught these power dynamics as a way to move toward a more just society.
McIntosh, P. (1988). White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women's Studies. Working Paper, 189. This provocative article draws paralells between racism, sexism and heterosexism, as a means of exposing both active, outward forms of oppression, as well as the underlying currents that dominant group members are taught not to see.
Ortiz, A.A., & Maldonado-Colon, E. (1986). Reducing Inappropriate Referrals of Language Minority Students in Special Education. In Willig, A.C., & Greenberg, H.F. (Eds), Bilingualism and Learning Disabilities (pp. 37-50). New York: American Library Publising Company. This essay critically examines assessment and placement procedures for limited English proficient students. A Student Behavior Checklist is included to help teachers determine whether concerns are related to learning disabilities or linguistic differences.
St. Denis, V., & Schick, C. (2003). What Makes Anti-Racist Pedagogy in Teacher Education Difficult? Three Popular Ideological Assumptions. Alberta Journal of Educational Research, 49 (1), 55-69. Two Aboriginal and White educators co-developed and taught an integrated anti-racist course for predominantly White preservice teachers in Saskatchewan. Analysis of student comments yielded three common ideological assumptions contributing to student resistance: race doesn't matter; everyone has equal opportunity; and one's individual acts and good intentions can secure innocence as well as superiority. Strategies for countering such beliefs are discussed. (Contains 54 references).
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