Culture, Curriculum, and Identity in Education

Hardcover | February 15, 2010

EditorH. Richard Milner

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This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, with a range of students in different spaces across the U.S. and abroad. Readers are invited to visualize what can be in schools and how teacher educators can serve as leaders in the fight for social justice-oriented curriculum development and implementation. Researchers are challenged to pose different kinds of questions – questions that look at the possibilities rather than those of difficulties in their work to address and transform institutional and systemic inequality, inequity, oppression, marginalization, and discrimination in education. 

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This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, with a range of students in different spaces across the U.S. and abroad. Readers are invited to visualize what can be in schools and how teacher educ...

H. Richard Milner IV is Associate Professor of Education in the Department of Teaching and Learning at Vanderbilt University. His research, teaching, and policy interests are (a) urban education, (b) race and equity in society and education, and (c) teacher education. He is the editor of the book Diversity and education: Teachers, tea...

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Format:HardcoverDimensions:252 pages, 9.83 × 5.73 × 0.78 inPublished:February 15, 2010Publisher:Palgrave MacmillanLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0230622046

ISBN - 13:9780230622043

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Table of Contents

Foreword--Jacqueline Jordan Irvine * Introduction--H. Richard Milner * PART I: IDENTITY AND P-12 CURRICULUM IN MULTIPLE CONTEXTS * The Identity-Perception Gap: Teachers Confronting the Difference between Who They (Think They) are and How They are Perceived by Students--Eric Toshalis * Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons from an African American Teacher in a Suburban English Classroom--H. Richard Milner * PART II: CULTURE, CURRICULUM, AND IDENTITY WITH IMPLICATIONS FOR ENGLISH LANGUAGE LEARNERS AND IMMIGRATION * Promoting Educational Equity for a Recent-Immigrant Mexican Student in an English-Dominant Classroom: What Does it Take?--Ana Christina DaSilva Iddings * As Cultures Collide: Unpacking the Sociopolitical Context Surrounding English Language Learners--Jason G. Irizarry * Schooling and the University Plans of Immigrant Black Students from an Urban Neighborhood--Carl E. James * PART III: SPIRITUALITY AS IDENTITY WITH IMPLICATIONS FOR RESEARCH AND TEACHING * Leadership and a Critical Spirit of Resistance: New Ways to Conceptualize Qualitative Research on Leadership and Spirituality--Michael E. Dantley * Illuminating Pathways from Moral Bankruptcy to a Spiritual Awakening--Stephen D. Hancock * PART IV: CULTURE, CURRICULUM, AND IDENTITY WITH IMPLICATIONS FOR TEACHER EDUCATION * Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education--H. Richard Milner * Messages to Teacher Educators from the Margins: Teachers of Color on Equity in Diverse Classrooms--Beverly Cross * Afterword--Sonia Nieto

Editorial Reviews

“The bold and visionary scholarship presented here reveal insightful teaching and learning perspectives previously ignored, devalued, or hidden behind what educators and students believe, say, and do. This will be the volume engaged teachers turn to for consultation, inspiration, and transformation.”—Janie Victoria Ward, Professor of Education, Simmons College“Any attempt to understand and transform teaching and learning must acknowledge the centrality—and complexity—of culture, curriculum, and identity, as well as their intersections. This book brings together an impressive array of scholars and the result is a thoroughly engaging and informative book that, uniquely, pays particular attention to issues of linguistic diversity, identity, and teacher education that aim to foster equity and social justice.”—E. Wayne Ross, Professor of Education, University of British Columbia, Canada“The authors in this book provide us with a conceptual base that can guide teacher preparation curricula; they also remind us that teaching and teacher education is a human enterprise. The data, conceptual analyses, and carefully constructed discussions in these chapters are essential reading for all educators who teach teachers or teacher educators.”—Renee Clift, Professor of Teaching, Learning, and Sociocultural Studies and Associate Dean for Professional Preparation, University of Arizona“Teaching teachers to work effectively in multicultural spaces is one of the most crucial challenges in education today. No less crucial is the work of transforming the curriculum to meet children where they are and to take into account who they are. The scholars gathered in this volume both inform and advocate for a re-visioning of schools as spaces where culturally relevant pedagogy, diverse languages, often forgotten notions of spirituality, and social justice can revolutionize our thinking and renew our determination to educate all the world’s children—and their teachers—well.”—Cynthia B. Dillard, Professor of Multicultural and Teacher Education, The Ohio State University, Columbus, OH