EDUC 7752/01
KENNESAW STATE UNIVERSITY
DEPARTMENT OF SECONDARY AND MIDDLE GRADES
EDUCATION
Spring 2011
I.
COURSE NUMBER:
EDUC 7752
II.
COURSE TITLE:
Perpectives in Diversity and Multiple Literacies for Teaching
and Learning
III.
INSTRUCTOR:
IV.
CLASS MEETING:
V.
TEXTS:
Suggested texts to be selected from the following:
Allen, J. (2007). Creating welcoming schools: A practical guide to home-school partnerships with diverse
families. New York: Teachers College Press.
Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers
College Press.
Howard, G. (2006). We can’t teach what we don’t know: White teachers, multiracial schools. New York:
Teachers College Press.
Shannon, P. (Ed.). (2001). Becoming political, too: New readings and writings on the politics of
literacy education. Portsmouth, NH: Heinemann.
Sleeter, C.E. (2005). Un-Standardizing curriculum: Multicultural teaching in the standards based classroom.
New York: Teachers College Press.
Additional chapters to be assigned from the following:
Banks, J. (Ed.). (2007). Diversity and citizenship education: Global Perspectives. New York: Jossey-Bass.
Suarez-Orozco, M. (Ed.). (2007). Learning in the global era: International perspectives on globalization and
education. Berkeley, CA: University of California Press.
VI.
CATALOG DESCRIPTION:
In this course, in-service teachers will explore how issues of diversity and multiple literacies interplay
to influence classroom dynamics. They will examine and work with theories, approaches, and methods
for developing multiple literacies with learners in secondary classrooms as well as examine
frameworks, materials, and strategies for translating the principles of culturally responsive pedagogy
into effective educational practice. Topics include multiple literacies, culturally responsive pedagogy,
family and community engagement, and global education.
VII. PURPOSE/RATIONALE:
In a recent national study, 80 percent of teachers polled reported feeling ill-equipped to teach diverse
populations (Futrell, Gomez, and Bedden, 2003). The changing cultural makeup of P-12 schools in the
U.S. and the cultural gaps that often exist between teachers and their students have been discussed by a
EDUC 7752/Whitlock/Summer 2007
number of teacher education researchers (Cochran-Smith, 1995; Grant & Secada, 1990; LadsonBillings, 2005; Nieto, 2008; Zeichner, 1992). These same researchers point to a heightened need for
teacher education faculty to help teachers learn how to work effectively with students whose cultural
backgrounds are unfamiliar to them.
This course is focused on the improvement of teacher development as it relates to diversity in teaching
and learning and is in keeping with the university-wide global learning initiative that intends for all
KSU students to have the “knowledge, skills, and attitudes” necessary to “understand world cultures
and events, analyze global systems, appreciate cultural differences, and apply this knowledge and
appreciation to their lives as citizens and workers” (KSU Definition of Global Learning, 2007). This
course is also intended to help teachers “interact positively with their students who will be of different
nationalities and cultures” and how to develop attitudes that are “respectful and supportive of diversity”
(KSU Definition of Global Learning, 2007).
This course aligns with the Bagwell College of Education’s commitment to NCATE Standard 4:
Diversity, which states, “The unit designs, implements, and evaluates curriculum and experiences for
candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students
learn. These experiences include working with diverse higher education and school faculty, diverse
candidates, and diverse students in P-12 schools.”
The purpose of this course is to advance the in-service teacher’s knowledge base about the interplay of
multiple literacies and diversity issues on teaching and learning. This course is designed to help
teachers develop multiple literacies with all learners in secondary classrooms. In addition, the course
will help teachers to examine frameworks and methods for translating the principles of culturally
responsive pedagogy into effective educational practice so as to ultimately improve learning for all
students.
Conceptional Framework
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the
capability, intent and expertise to facilitate high levels of learning in all of their students through effective,
research-based practices in classroom instruction, and who enhance the structures that support all learning. To
that end, the PTEU fosters the development of candidates as they progress through stages of growth from
novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a
process of continued development, not an end-state. To be effective, teachers and educational leaders must
embrace the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that way, candidates
are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates
collaborative practices across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private schools, parents and other
professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to
high levels of learning.
The graduates of advanced programs at Kennesaw State University, in addition to being effective classroom
teachers, also develop expertise as effective teacher leaders who are self-directed, value a spirit of inquiry, and
facilitate learning in all students; they
1. Are committed to students and their learning.
2. Know the subjects they teach and how to teach those subjects to
EDUC 7752/Whitlock/Summer 2006
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students.
3. Are responsible for managing and monitoring student learning.
4. Think systematically about their practice and learn from experience.
5. Are members of learning communities.
Professional Portfolio Narrative:
A required element in each portfolio for the graduate program is the portfolio narrative. The purpose of the
portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to
what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative,
which includes descriptive, analytic and reflective writing in which you reflect on each proficiency and how you
make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the
Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based
best practices.
Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be involved in a
variety of leadership and school-based activities directed at the improvement of teaching and learning.
Appropriate activities may include, but are not limited to, attending and presenting at professional conferences,
actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and participating in educationrelated community events. As you continue your educational experiences, you are encouraged to explore every
opportunity to learn by doing.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction,
in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of
expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that
the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers
describe how during the continuum phases teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998),
believe that expertise is not an end-state but a process of continued development.
This course is designed for graduate candidates who are completing a program of study leading to a master’s
degree in adolescent education. The knowledge base for this course is reflected in the textual readings,
references, objectives, assignments and in-class activities. Program candidates will have an opportunity to
demonstrate pedagogical knowledge and skills related to student needs and motivation, various family and
community literacies and the process of active learning.
The professional learning facilitator:

Demonstrates the knowledge of content required to facilitate learning.

Demonstrates the knowledge of students needed to facilitate learning.

Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning.

Demonstrates skill in creating a facilitative learning environment.

Demonstrates skill in creating facilitative learning experiences.

Demonstrates professionalism.

Has students who are successful learners.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for educators. Candidates in this course will explore and use instructional media to assist
EDUC 7752/Whitlock/Summer 2006
3
teaching. They will master productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials and create WWW resources.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of the different learning
styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated
strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One
element of course work is raising candidate awareness of critical multicultural issues. A second element is to
cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing
specific methods and materials for every student. Among these attributes are ethnicity, race, socioeconomic
status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic
region. An emphasis on cognitive style differences provides a background for the consideration of cultural
context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (770-4236443) and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
VIII.
COURSE GOALS/OBJECTIVES:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Educational research describesthis process in increasingly complex
terms. Universities and schools must work together to prepare teachers who are capable of developing
successful learners in today’s schools and who choose to continue professional development.
Objective 1: Students will demonstrate an understanding of multiple definitions of literacy as they are
influenced by historical, socio-cultural, and political contexts.
Objective 2: Students will demonstrate an understanding of research on multiple literacies and develop
classroom practices based upon this understanding that will enhance student learning.
Objective 3: Students will develop strategies for engaging families and forming partnerships that support and
enhance student learning.
Objective 4: Students will explore a wide variety of culturally responsive content-specific resources and
evaluate their effectiveness.
Objective 5: Students will develop culturally responsive methods of assessing student learning.
Objective 6: Students will develop culturally responsive content-specific curriculum that can be used in actual
educational settings.
Objective 7: Students will recognize intersections between multicultural education and global education.
Objective 8: Students will examine theories related to educational equity, including privilege and marginality,
asset and deficit models of instruction, and social justice.
Objective 9: Students will distinguish between the Contributions, Additive, Transformational, and Social Action
approaches to multicultural education.
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their disciplines
and principles of pedagogy, who reflect on their practice, and who apply these understandings to making
instructional decisions that foster the success of all learners. The following alignment of course objectives,
NCATE standards and KSU Candidate Performance Outcomes will aid program candidates in understanding the
purpose and direction of this class.
EDUC 7752/Whitlock/Summer 2006
4
Course Objectives
Objectives 1, 2, 6,
7, 8
Objectives 3, 5
Objectives 3, 5
Objectives 3, 5
Objective 7
Objectives 3, 5
Objectives 3, 5
Objectives 3, 5
Objective 4
Objectives 2, 4
Outcomes and Proficiencies
SUBJECT MATTER EXPERT: Candidate
knows the subjects they teach and how to
teach those subjects to students.
1.1 Candidate possesses broad, current and
specialized knowledge of subject matter and
demonstrates this understanding to colleagues,
parents and students.
1.2 Candidate possesses an interdisciplinary
understanding of curriculum and its applications
to real life and accurately represents
understanding through use of multiple
explanations, technologies and/or strategies.
1.3 Candidate possesses strong pedagogical
content knowledge and uses that knowledge to
create approaches to instructional challenges.
1.4 Candidate actualizes the integration of
content, pedagogy and interdisciplinary
understanding through instruction that is
integrated, flexible, elaborate and deep.
FACILITATORS OF LEARNING: Candidate
is committed to students and is responsible
for managing and monitoring student
learning.
Candidate believes all students can learn; as
a result, each
2.1 Candidate treats students equitably and
provides equitable access to the full curriculum
by respecting individual differences and
adjusting (or assisting teachers in adjusting)
practices accordingly.
2.2 Candidate understands human development
and learning and uses this understanding to
create enriching educational experiences and/or
environments for all students.
2.3 Candidate creates safe, well-managed,
supportive, inclusive and challenging learning
environments.
2.4 Candidate uses multiple methods,
technologies, resources, and organizational
arrangements to meet goals articulated for
individual students, class instruction and the
overall school improvement plan.
2.5 Candidate monitors student progress with a
variety of formal and informal evaluation
methods and uses results to improve student
learning.
2.6 Candidate is accountable to multiple
audiences, accurately interprets student
performance data and communicates results to
multiple audiences in multiple formats.
KSD
NCATE
Standard
K/S
Content
knowledge &
Pedagogical
content
knowledge
Content
knowledge &
Pedagogical
content
knowledge
Content
knowledge &
Pedagogical
content
knowledge
Content
knowledge &
Pedagogical
content
knowledge
Disposition
K/S
K/S
K/S/D
NBPTS
Core
Principles
2
2
2
2
2
1,3
D
S
K/S/D
EDUC 7752/Whitlock/Summer 2006
Disposition
Professional
&
Pedagogical
1
1
Professional &
Pedagogical
Disposition
1
S
Professional &
Pedagogical
3
S
Professional &
Pedagogical
3
Professional&
Pedagogical
3
Professional &
Pedagogical
3
S
S
5
Objectives 3, 5, 7,
8
Objective 2
IX.
COLLABORATIVE PROFESSIONAL:
Candidate thinks systematically about their
practice, learns from experience, and is a
member of learning communities.
3.1 Candidate collaborates with colleagues,
parents and other professionals to strengthen
school effectiveness, to advance knowledge,
and to influence policy and practice.
3.2 Candidate reflects regularly upon daily
practice, and draws upon experience and the
professional literature to design and conduct
research aimed at improved student
achievement.
3.3 Candidate proactively involves parents and
other members of the community in support of
instruction and education.
3.4 Candidate engages in on-going professional
development by joining professional
organizations, participating in conferences,
mentoring new staff, etc.
3.5 Candidate adheres to professional ethical
standards while reporting, conducting and
publishing research
4,5
Disposition
D
5
D
Disposition
4
D
Disposition
5
D
Disposition
4,5
K/S/D
Professional
COURSE REQUIREMENTS/ASSIGNMENTS:
1. Mini-Projects (40%, 20% each): You will complete two projects, one that focuses on getting to know
students’ multiple literacies and one that focuses on their own teacher identities. The multiple literacies project
will require interaction with young adults in the form of interviews or dialogue about literacy experiences. The
autobiographical project will require you to engage in reflection about how historical, social, cultural, political, etc.,
factors influece your identities. Each project will be accompanied by detailed instructions from the instructor.
Projects will also require outside readings or research—sometimes using the Internet. Each project will be
presented in class through poster sessions or other displays. These experiences are intended to simulate
professional conference presentations.
2. Culturally Responsive Pedagogy Plan (40%): You will complete a four-part Culturally Responsive Pedagogy
and Family Engagement Plan. The plan will consist of the following components: 1) Plan for Creating
Community. Here you will plan not only for how to introduce yourself to your students and get to know them, but
also how to get students to know each other. 2) Plan for Family Engagement. Here you will develop a system for
communicating with parents in a variety of ways and engaging them in forming partnerships that support and
enhance student learning. 3) Select at least three content-specific, culturally responsive resources, such as
lesson plans and texts, and evaluate their effectiveness on student learning. 4) Re-write one of your own content
lesson plans to make it culturally responsive and utilize global perspectives.
5) Class presentations of the CRP Plan. Guidelines/instructions forthcoming.
3. Course Activities (10%): During the study of major course topics, you will be asked participate in classroom
activities. These experiences provide us with the opportunity to share thoughts and ideas with each other, to
learn from and about other’s perspectives, and to allow time for personal reflection. The focuses of these
experiences are designed to ensure that your attention is drawn to key elements in the readings and to
encourage reflection on aspects, which I consider important to your understanding of the content. Full credit is
given to responses that incorporate reflection, address all components of the activities, and are completed by the
assigned date. You must be present to earn these points if it is an in-class activity. Should you arrive late,
leave early, or be absent, please remember an activity may occur that can NOT be made up.
NOTE: You may be asked to show evidence that you are reading (quiz, response on WebCT, in-class
reflection, etc.).
4. Capstone Portfolios (10%): By the end of the term, you must show they have loaded data from EDUC 7752
into their Chalk & Wire portfolios. You will write brief reflections for each entry explaining how activities from the
course connects course themes to the CPI Proficiencies.
X.
EVALUATION AND GRADING:
EDUC 7752/Whitlock/Summer 2006
6
Projects: 40%
Culturally Responsive Pedagogy Plan: 40%
Course Activities: 10%
Capstone Portfolio: 10%
Standards:
When submitting work, please remember the following:
• secure single sheets of paper—DO NOT dogear or turn in loose sheets!!!
• type/word process all assignments
• No report covers or plastic sleeves
• along with your name, please include the date and course # on work
ALL WORK SHOULD BE EDITED WELL. ANY WORK WHICH DOES NOT MEET PROFESSIONAL
STANDARDS MAY HAVE POINTS DEDUCTED.
Late or Missing Work: Late work will not be accepted without prior arrangement with me.
Grading Scale:
93% - 100% = A
85 % - 92 % = B
77 % - 84% = C
69 % - 76 % = D
Below 69 % = F
XI.
ACADEMIC INTEGRITY:
KSU expects that graduate students will pursue their academic programs in an ethical, professional manner.
Any work that students present in fulfillment of program or course requirements should represent their own
efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have
violated these expectations will be subject to disciplinary action.
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in
the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the
University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized
access to University materials, misrepresentation/falsification of University records or academic work,malicious
removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or
services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled
through the established procedures of the University Judiciary Program, which includes either an "informal"
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may
subject a student to the Code of Conduct's minimum one semester suspension requirement.
XII.
ATTENDANCE POLICY:
Students should make every effort to attend every class. Excessive absences (more than 2) will result in a
mandatory conference with me and possibly a lower grade. You must email me beforehand if you will be
absent from class. We will be learning how to evaluate our own learning and will be providing feedback to each
other. Class discussions, group work, peer evaluation activities require that everyone be present. You must be
present on dates when presentations are due!
Habitual tardiness will result in a conference with me.
XIII.
COURSE OUTLINE:
What follows is a tentative schedule (subject to change with notice). I have indicated dates that readings are
due. I may assign other readings.
Tentative Calendar of Events
NOTE: Adjustments to this syllabus may be necessary. Students will be notified of changes in advance.
EDUC 7752/Whitlock/Summer 2006
7
Date
Week
1:
Topic
What is literacy?
Classroom Activity
Welcome/Introduction/ Syllabus;
What are Multiple
Literacies?
Introduction/description of course
assignments and projects;
Defining Literacy; Web quest: Find
information on literacy and your content
area;
Critical literacy and pedagogy;
Content area discourses; school and
curriculum discourse
Challenges and Perspectives;
Power Pedagogy Through Cultural
Responsiveness; The Power of Caring;
Critical Literacy
Literacy and Culture
Global Education in
Literacy
Week
2
What is Culturally
Responsive Teaching?
Power/Privilege/Equity
Reading Selections
Shannon, P. (Ed.). (2001).
Becoming political, too: New
readings and writings on the
politics of literacy education.
Portsmouth, NH: Heinemann.
Gay, G. (2000). Culturally
responsive teaching: Theory,
research, & practice. New York:
Teachers College Press.
Autobiographical Project Due
Howard, G. (2006). We can’t
teach what we don’t know:
White teachers, multiracial
schools. New York:
Teachers College Press.
Week
3
Culturally Responsive
Teaching?
Culture and Communication in the
Classroom;
Building a Community
of Learners
Funds of Knowledge;
Diversity in Curriculum Content
Getting to Know Students Project
Due
Week
4
Global Education
Gay, G. (2000). Culturally
responsive teaching: Theory,
research, & practice. New York:
Teachers College Press.
Interdisciplinary Approaches to Learning
and Understanding in the Global Era;
Learning and the Functions of Education
in a Changing Global Economy;
Learning, Immigration, and Integration;
Sleeter, C.E. (2005). UnStandardizing curriculum:
Multicultural teaching in the
standards based classroom.
New York: Teachers College
Press.
Banks, J. (Ed.). (2007).
Diversity and citizenship
education: Global Perspectives.
New York: Jossey-Bass.
Suarez-Orozco, M. (Ed.).
(2007). Learning in the global
era: International perspectives
on globalization and
education. Berkeley, CA:
University of California Press.
Engaging Families
Week
5
Welcoming All Families;
Learning With and From Families;
Engaging in Genuine Dialogue;
Engaging Families in Classroom
Projects;
Transforming Schools Through True
Partnerships
EDUC 7752/Whitlock/Summer 2006
Allen, J. (2007). Creating
welcoming schools: A practical
guide to home-school
partnerships with diverse
families. New York: Teachers
College Press.
8
Class Presentations
Week
6
IX. REFERENCES AND BIBLIOGRAPHY:
Adler, M.J. (1982). The Paideia proposal. NY: Collier.
Allen, J. (2007). Creating welcoming schools: A practical guide to home-school partnerships with diverse
Families. New York: Teachers College Press.
Angelou, Maya. (1983). I know why the caged bird sings. New York: Doubleday.
Banks, J.A. (2002). An introduction to multicultural education. Boston: Allyn & Bacon.
Banks, J.A. & McGee Banks, C.A. (Eds.). (2000). Multicultural education: Issues and perspectives.
New York: John Wiley & Sons, Inc.
Bennett deMarrais, K. (1999). Colonization of the self: The construction of gender in patriarchal, capitalist
America. In D.A. Gabbard (Ed.). Power/knowledge and the politics of educational meaning: A teacher’s
guide. Mahwah, NJ: Lawrence Erlbaum Associates.
Bigelow, B., Christensen, Karp, S., Miner, B., & Peterson, B. Rethinking our classrooms: Teaching for equity and
justice. Milwaukee: Rethinking Schools.
Blum, L. (2004). Antiracism, multiculturalism, and interracial community: Three educational values for a
Multicultural society. In Heldke, L. and O’Connor, P. (Eds.). Oppression, privilege, & resistance:
Theoretical perspectives on racism, sexism, and heterosexism. Boston: McGraw-Hill.
Bybee, R. (1997). Achieving scientific literacy. Portsmouth: Heinemann.
Campbell, D.E. (2000). Choosing democracy: A practical guide to multicultural education. Columbus, OH:
Merrill/Prentice Hall.
Carbado, D. (2004). Straight out of the closet: Men, feminism, and male heterosexual privilege. In Heldke, L. and
O’Connor, P. (Eds.). Oppression, privilege, & resistance: Theoretical perspectives on racism, sexism,
and heterosexism. Boston: McGraw-Hill.
Bybee, R. (1997). Achieving scientific literacy. Portsmouth: Heinemann.
Cushner, K., McClelland, A., Safford, P. (2003). Human diversity in education: An integrative approach.
New York: McGraw-Hill.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
Finders, M. Just girls: Hidden literacies and life in junior high. NY: Teachers College Press.
Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers
College Press.
Gollnick, D.M. and Chinn, P.C. (2002). Multicultural education in a pluralistic society. Columbus, OH:
Merrill/Prentice Hall.
Gorski, P.C. (2001). Multicultural education and the internet: Intersections and integrations. New York:
McGraw-Hill.
Grant, C.A., & Gomez, M.L. (2001). Campus and classroom: Making schooling multicultural. Columbus, OH:
Merrill/Prentice Hall.
Gunderson, Lee. (2000). Beginning to create the new literacy classroom: What does the new literacy look
like?.Journal of Adolescent & Adult Literacy, 43, 710-718.
Heward, W.L. (2006). Exceptional children (8th ed.). Merrill.
Hirsch, E.D. (1988). Cultural literacy: What every American needs to know. NY: Vintage.
Howard, A. (2005). Lessons of poverty: towards a literacy of survival. Journal of Curriculum Theorizing, Winter
2005, 73-82.
Howard, G. (2006). We can’t teach what we don’t know: White teachers, multiracial schools. New York:
Teachers College Press.
Jimenez, F. (1997). The circuit. Albuquerque: University of New Mexico Press.
Jimenez, R.T. (April/May/June 1999). Conversations: Latina and Lationo researchers intreact on issues related
to literacy learning. Reading Research Quarterly, 34, 217-230.
Johnson, A.G. (2005). Privilege, power, and difference (2nd Ed.). Boston: McGraw-Hill.
Kailin, J. (2002). Antiracist education: From theory to practice. New York: Rowman & Littlefield.
Kohn, A. (1999). The schools our children deserve: Moving beyond traditional classrooms and “tougher
standards.” Boston: Houghton Mifflin.
EDUC 7752/Whitlock/Summer 2006
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Kozol, J. (1991). Savage inequalities: Children in America’s schools. NY: Crown.
Kumashiro, K. (Ed.). (2001). Troubling intersections of race and sexuality. Lanham, MD: Rowman and
Littlefield.
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American Children.
New York: Jossey-Bass.
Marshall, P.L. (2002). Cultural diversity in our schools. Belmont, CA: Wadworth.
McIntosh, P. (2004). White privilege and male privilege: A personal account of coming to see correspondences
through work in women’s studies. . In Heldke, L. and O’Connor, P. (Eds.). Oppression, privilege, &
resistance: Theoretical perspectives on racism, sexism, and heterosexism. Boston: McGraw-Hill.
McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundations of education.(4th Ed.).
Boston: Allyn and Bacon.
McLaren, P. & Munoz, J. (2000). Contesting whiteness: Critical perspectiv on the struggle for social justice.
In Ovando, C. and McLaren, P. (Eds.). The politics of multiculturalism and bilingual education: Students
and teachers caught in the cross-fire, pp. 22-49. Boston: Mcgraw-Hill.
Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers
College Press.
Newkirk, T. (2002). Misreading masculinity: Boys, Literacy, and Popular Culture. Portsmouth, NH: Heinemann.
Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education.. New York: Longman.
Noel, J. (2000). Developing multicultural educators. Long Grove, IL: Waveland Press.
O’Reilly, P., Penn, B., & Bennett deMarrais, K. (Eds.). (2001). Educating young adolescent girls. Mahwah, NJ:
Lawrence Erlbaum Associates.
Pacheco, M. (2004). Minority teacher recruitment, development, and retention. Harvard Educational Review,
58, 375-379.
Paley, V. (2000, 1979). White teacher. Cambridge: Harvard University Press.
Pang, V. (2002). Multicultural education: A caring centered, reflective approach. Boston: McGraw Hill.
Paratore, Jeanne R. (2001). Opening doors, opening opportunities: Family literacy in an urban community.
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