Language, Culture, and Teaching: Critical Perspectives for a New Century, Second Edition » (2nd Edition)

Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, School of Education, University of Massachusetts Amherst.

Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, this text is intended for upper-undergraduate and graduate-level students and professional development courses.

Examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Each chapter includes critical questions; classroom activities; and community activities suggesting projects beyond the classroom context.

Over half of the chapters are new to this edition, bringing it up-to-date in terms of recent educational policy issues and demographic changes in our society.

Preface

Introduction: Language, Literacy, and Culture: Intersections and Implications

Part I: Setting the Groundwork

Chapter 1: What is the Purpose of Schools? Reflections on Education in an Age of Functionalism

Chapter 2: The Limitations of Labels

Chapter 3: Understanding Multicultural Education in a Sociopolitical Context (with Patty Bode)

Chapter 4: Multicultural Education and School Reform (with Patty Bode)

Chapter 5: Public Education in the Twentieth Century and Beyond: High Hopes, Broken Promises, and an Uncertain Future

Chapter 6: We Speak in Many Tongues: Language Diversity and Multicultural Education

Part II: Identity and Belonging

Chapter 7: Culture and Learning

Chapter 8: Lessons from Students on Creating a Chance to Dream

Chapter 9: Beyond Categories: The Complex Identities of Adolescents (with John Raible)

Part III: Becoming Critical Teachers

Chapter 10: Profoundly Multicultural Questions

Chapter 11: Solidarity, Courage, and Heart: Learning from a New Generation of Teachers

Part IV: Praxis in the Classroom

Chapter 12: Affirmation, Solidarity, and Critique: Moving Beyond Tolerance in Multicultural Education

Chapter 13: Nice is Not Enough: Defining Caring for Students of Color

Chapter 14: What Does it Mean to Affirm Diversity in Our Nation’s Schools?

Index