...H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price of inequality: How today’s divided society endangers our future. New York, NY: Norton; page 18, Morrison excerpt: Morrison, T. (2012). Home: A novel. New York, NY: Alfred A. Knopf; page 26, Goncalves e Sliva excerpt: Gonçalves e Sliva, P. B. (2004). Citizenship and education in Brazil: The contribution of Indian peoples and Blacks in the struggle for...
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...College hoops' black coaching issue Myron Medcalf [ARCHIVE] ESPN.com | July 18, 2013 When a national sportswriter calls to talk about minority hiring in college basketball, folks of all races seem to get nervous. As I sought feedback following last week's release of the "2012 Racial and Gender Report Card: College Sport" by Central Florida's Institute for Diversity and Ethics in Sport -- the report excludes historically black colleges and universities -- which states that the current pool of Division I African-American head coaches (18.6 percent through the 2011-12 season) is at its lowest mark since the 1995-96 season, people weren't sure what, if anything, they should say. Multiple administrators passed on the opportunity. The NCAA wanted to see my questions, and then it wanted a pre-interview phone conversation before it ultimately emailed its responses. The coaches who talked on the record always ended our chats with the same concern: "I didn't say anything that will make me look bad, right?" Shaka Smart Andy Lyons/Getty Images To reach Shaka Smart's level, black coaches often have to overcome certain labels. I don't blame them. It's an incendiary issue, because we're uncomfortable with race as dialogue. It's still a subject that makes athletic directors -- 89 percent of whom are white at the Division I level, per the report -- squirm. Minority coaches speak cautiously, because they don't want to be labeled as rebels or militants. That hesitancy...
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...Bryant-45099 Part I.qxd 10/18/2006 7:42 PM Page 36 5 FEMINIST METHODOLOGIES AND EPISTEMOLOGY ANDREA DOUCET Carleton University, Canada NATASHA S. MAUTHNER University of Aberdeen, Scotland O ver the past 10 years of teaching courses on research methods and feminist approaches to methodologies and epistemologies, a recurring question from our students concerns the distinctiveness of feminist approaches to methods, methodologies, and epistemologies. This key question is posed in different ways: Is there a specifically feminist method? Are there feminist methodologies and epistemologies, or simply feminist approaches to these? Given diversity and debates in feminist theory, how can there be a consensus on what constitutes “feminist” methodologies and epistemologies? Answers to these questions are far from straightforward given the continually evolving nature of feminist reflections on the methodological and epistemological dimensions and dilemmas of research. This chapter on feminist methodologies and epistemologies attempts to address these questions by tracing historical developments in this area, by considering what may be unique about feminist epistemologies and feminist methodologies, by reviewing some of sociology’s key contributions to this area of scholarship and by highlighting some key emergent trends. The chapter begins with a brief overview of the theoretical and historical development of feminist epistemologies, followed by a similar overview...
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...CH5. Natural Resource Utilization & Pollution of the Environment * Resource depletion: the consumption of finite or scarce resources. * Pollution: undesirable contamination of the environment by the manufacture or use of commodities. * Conservation: the saving or rationing of resources for future use. * Private costs: costs of production borne by the producer. * External costs: costs of production not borne by the producer. * Social cost of production: = private costs + external costs * Internalization: make producers bear the total social cost of production. * Ecological system: an interrelated and interdependent set of organisms and environments * Ecological ethics: ecosystems as having inherent rights or interests and we have direct duties to them. * Ecofeminism: socio-ethical theory which combines ecological ethics with a critique of paternalistic patterns of domination (top down hierarchical authority structures) in our political and economic institutions as contributing to environmental exploitation. * Unlimited resource view: view encapsulating the attitude of bygone times which regarded the earth’s carrying capacity as unlimited, and air and water as "free goods." * Sustainable growth: a level of economic and population growth which enables each generation to hand down a world no worse than it inherited to succeeding generations, which avoids the Doomsday scenario. * Doomsday scenario:...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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...Th e T yranny of Gui lt • Pa s c a l B ru c k n e r Translated from the French by s t ev e n r e n da l l The tyranny of Guilt An Essay on Western Masochism • P r i n c e t o n u n i v e r si t y P r e s s Princeton and Oxford english translation copyright © 2010 by Princeton university Press First published as La tyrannie de la pénitence: essai sur le masochisme occidental by Pascal Bruckner, copyright © 2006 by Grasset & Fasquelle Published by Princeton university Press, 41 William street, Princeton, new Jersey 08540 in the united kingdom: Princeton university Press, 6 oxford street, Woodstock, oxfordshire OX20 1TW press.princeton.edu all rights reserved library of congress cataloging-in-Publication data Bruckner, Pascal. [tyrannie de la pénitence. english] The tyranny of guilt: an essay on Western masochism / Pascal Bruckner; translated from the French by steven rendall. p. cm. includes index. isBn 978-0-691-14376-7 (cloth : alk. paper) 1. civilization, Western— 20th century. 2. civilization, Western—21st century. 3. international relations—Moral and ethical aspects. 4. Western countries—Foreign relations. 5. Western countries—intellectual life. 6. Guilt 7. self-hate (Psychology) 8. World politics. i. title. CB245.B7613 2010 909’.09821--dc22 2009032666 British library cataloging-in-Publication data is available cet ouvrage, publié dans le cadre d’un programme d’aide à la publication, bénéficie du soutien du Ministère des affaires étrangères et du service...
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...GLOBALIZATION THE ESSENTIALS GEORGE RITZER A John Wiley & Sons, Ltd., Publication Globalization Globalization A Basic Text George Ritzer This balanced introduction draws on academic and popular sources to examine the major issues and events in the history of globalization. Globalization: A Basic Text is a substantial introductory textbook, designed to work either on its own or alongside Readings in Globalization. The books are cross-referenced and are both structured around the core concepts of globalization. 2009 • 608 pages • 978-1-4051-3271-8 • paperback www.wiley.com/go/globalization Readings in Globalization Key Readings and Major Debates Edited by George Ritzer and Zeynep Atalay This unique and engaging anthology introduces students to the major concepts of globalization within the context of the key debates and disputes. Readings in Globalization illustrates that major debates in the field are not only useful to examine for their own merit but can extend our knowledge of globalization. The volume explores both the political economy of globalization and the relationship of culture to globalization. The volume is designed so it may be used independently, or alongside George Ritzer’s Globalization: A Basic Text for a complete student resource. 2010 • 560 pages • 978-1-4051-3273-2 • paperback Order together and save! Quote ISBN 978-1-4443-2371-9 GLOBALIZATION THE ESSENTIALS GEORGE RITZER A John Wiley & Sons, Ltd., Publication This edition first...
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...The London School of Economics and Political Science THE ROLE OF CIVIL SOCIETY IN THE DEMOCRATISATION OF GLOBAL GOVERNANCE INSTITUTIONS: From ‘Soft Power’ to Collective Decision-Making? Saif Al-Islam Alqadhafi A thesis submitted to the Department of Philosophy of the London School of Economics for the degree of Doctor of Philosophy, London, September 2007 Declaration I certify that the thesis I have presented for examination for the MPhil/PhD degree of the London School of Economics and Political Science is solely my own work other than where I have clearly indicated that it is the work of others (in which case the extent of any work carried out jointly by me and any other person is clearly identified in it). The copyright of this thesis rests with the author. Quotation from it is permitted, provided that full acknowledgement is made. This thesis may not be reproduced without the prior written consent of the author. I warrant that this authorisation does not, to the best of my belief, infringe the rights of any third party. 2 Abstract This dissertation analyses the problem of how to create more just and democratic global governing institutions, exploring the approach of a more formal system of collective decision-making by the three main actors in global society: governments, civil society and the business sector. The thesis seeks to make a contribution by presenting for discussion an addition to the system of international governance that is morally...
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...skills 9 2:1:3 Student attitudes to feedback 11 2:1:4 Student attitudes to teaching and learning 13 2:1:5 Tutor-student relations 15 2:1:6 Accommodation and retention 16 2:2 Student Characteristics 18 2:2:1 Views of students 18 2:2:2 Student self-perceptions: skills 19 2:2:3 Student self-perceptions: workload 21 2:3 Transformation 22 2:4 Widening participation: some further issues 26 2:4:1 Non-traditional students and the student experience 26 2:4:2 Support and access to support 27 2:5 Students and motivation 28 2:5:1 Types of student motivation 28 2:5:2 Retention and motivation 29 2:5:3 Motivations for entering higher education 30 2:5:4 Goals and values (Mäkinen et al) 31 2:5:6 Motivation and satisfaction 33 2:5:7 Psychological theories of motivation 34 2:5:8 Motivation and the ‘meaning’ of work 36 2:5:9 Motivation and examinations 38 2:5:10 Capability and motivation 38 2:5:11 Motivation and effort 39 2:5:12 Strategies for building student motivation 42 2:5:13 Challenges to motivation: the ‘strategic student’ 43 2:6 Academic staff...
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...and the distribution of unpaid work as well as the myriad questions relating to employment. This important anthology brings together the thinking of leading philosophers, economists and lawyers on this complex subject. Selected recent articles from the multidisciplinary International Labour Review are assembled for the first time to illuminate questions such as how we should define equality, what equal opportunity means and what statistics tell us about differences between men and women at work, how the family confronts globalization and what is the role of law in achieving equality. There is an examination of policy – to deal with sexual harassment and wage inequality, for example, as well as part-time work, the glass ceiling, social security, and much more. A major reference on the best of current research and analysis on gender roles and work. Martha Fetherolf Loutfi has been Editor-in-Chief of the International Labour Review, a Senior Economist for the Brandt Commission and in the ILO’s Employment and Development Department and an associate professor of economics. She has written books and articles on employment, women, energy, environment, capital flows and foreign aid. Price: 40 Swiss francs WOMEN, GENDER AND WORK 30.11.2002 ILO c.i+iv_WomGend&Work WHAT IS EQUALITY AND HOW DO WE GET THERE ? WOMEN, GENDER WORK Edited by Mar tha Fetherolf Lout f i I N T E R N AT I O N...
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...skills 9 2:1:3 Student attitudes to feedback 11 2:1:4 Student attitudes to teaching and learning 13 2:1:5 Tutor-student relations 15 2:1:6 Accommodation and retention 16 2:2 Student Characteristics 18 2:2:1 Views of students 18 2:2:2 Student self-perceptions: skills 19 2:2:3 Student self-perceptions: workload 21 2:3 Transformation 22 2:4 Widening participation: some further issues 26 2:4:1 Non-traditional students and the student experience 26 2:4:2 Support and access to support 27 2:5 Students and motivation 28 2:5:1 Types of student motivation 28 2:5:2 Retention and motivation 29 2:5:3 Motivations for entering higher education 30 2:5:4 Goals and values (Mäkinen et al) 31 2:5:6 Motivation and satisfaction 33 2:5:7 Psychological theories of motivation 34 2:5:8 Motivation and the ‘meaning’ of work 36 2:5:9 Motivation and examinations 38 2:5:10 Capability and motivation 38 2:5:11 Motivation and effort 39 2:5:12 Strategies for building student motivation 42 2:5:13 Challenges to motivation: the ‘strategic student’ 43 2:6 Academic staff...
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...preparedness and study skills 9 2:1:3 Student attitudes to feedback 11 2:1:4 Student attitudes to teaching and learning 13 2:1:5 Tutor-student relations 15 2:1:6 Accommodation and retention 16 2:2 Student Characteristics 18 2:2:1 Views of students 18 2:2:2 Student self-perceptions: skills 19 2:2:3 Student self-perceptions: workload 21 2:3 Transformation 22 2:4 Widening participation: some further issues 26 2:4:1 Non-traditional students and the student experience 26 2:4:2 Support and access to support 27 2:5 Students and motivation 28 2:5:1 Types of student motivation 28 2:5:2 Retention and motivation 29 2:5:3 Motivations for entering higher education 30 2:5:4 Goals and values (Mäkinen et al) 31 2:5:6 Motivation and satisfaction 33 2:5:7 Psychological theories of motivation 34 2:5:8 Motivation and the ‘meaning’ of work 36 2:5:9 Motivation and examinations 38 2:5:10 Capability and motivation 38 2:5:11 Motivation and effort 39 2:5:12 Strategies for building student motivation 42 2:5:13 Challenges to motivation: the ‘strategic student’ 43 2:6 Academic staff dissatisfaction...
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...FACULTY OF SOCIAL SCIENCES TABLE OF CONTENTS MESSAGE FROM THE DEAN ............................................................. 3 UNDERGRADUATE PROGRAMMES ................................................ 4 ACADEMIC CALENDAR 2014-2015 ................................................ 5 DEFINITIONS ...................................................................................... 13 GENERAL INFORMATION & REGULATIONS .............................. 14 General Regulations for Bachelor of Science Degrees 14 Special Regulations for Degrees in Hospitality and Tourism Management........................................................... 27 Franchise Agreements .......................................................... 27 EVENING UNIVERSITY -GENERAL INFORMATION & REGULATIONS ................................................................................... 28 General Regulations for Bachelor of Science Degrees 28 General Regulations for Diploma Programmes ............ 36 General Regulations for Certificate Programmes ......... 37 STUDENT PRIZES .............................................................................. 38 CODE OF CONDUCT ........................................................................ 39 UNIVERSITY REGULATIONS ON PLAGIARISM .......................... 40 THE ACADEMIC SUPPORT/ DISABILITIES LIAISON UNIT (ASDLU) ............................................................................................... 42 POSTGRADUATE STUDIES IN THE FACULTY OF SOCIAL SCIENCES...
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...Comments on FUTURE SHOCK C. P. Snow: "Remarkable ... No one ought to have the nerve to pontificate on our present worries without reading it." R. Buckminster Fuller: "Cogent ... brilliant ... I hope vast numbers will read Toffler's book." Betty Friedan: "Brilliant and true ... Should be read by anyone with the responsibility of leading or participating in movements for change in America today." Marshall McLuhan: "FUTURE SHOCK ... is 'where it's at.'" Robert Rimmer, author of The Harrad Experiment: "A magnificent job ... Must reading." John Diebold: "For those who want to understand the social and psychological implications of the technological revolution, this is an incomparable book." WALL STREET JOURNAL: "Explosive ... Brilliantly formulated." LONDON DAILY EXPRESS: "Alvin Toffler has sent something of a shock-wave through Western society." LE FIGARO: "The best study of our times that I know ... Of all the books that I have read in the last 20 years, it is by far the one that has taught me the most." THE TIMES OF INDIA: "To the elite ... who often get committed to age-old institutions or material goals alone, let Toffler's FUTURE SHOCK be a lesson and a warning." MANCHESTER GUARDIAN: "An American book that will ... reshape our thinking even more radically than Galbraith's did in the 1950s ... The book is more than a book, and it will do more than send reviewers raving ... It is a spectacular outcrop of a formidable, organized intellectual effort ... For the first time in history...
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...Army Regulation 600–20 Personnel–General Army Command Policy Headquarters Department of the Army Washington, DC 6 November 2014 UNCLASSIFIED SUMMARY of CHANGE AR 600–20 Army Command Policy This administrative revision, dated 6 November 2014-o Updates Equal Opportunity Policy (paras 6-2c(8)(c) and 6-2c(8)(f)). This administrative revision, dated 30 October 2014o Updates summary of change bullet (para 2-8b). o Makes administrative changes (throughout). This rapid action revision, dated 22 October 2014-o Updates purpose (para 1-1). o Updates responsibilities for the ready and resilient campaign (paras 1-4a-d). o Directs readers to the Army Publishing Directorate’s “notes” page on AR 60020 for additional guidance on the Army Sexual Harassment/Assault Response and Prevention Program (para 1-4e(6)). o Clarifies the groups of personnel who must be informed of the Army’s accommodation of religious practices policies (para 1-4f). o Adds the categories “senior field grade officers,” “senior field grade warrant officers,” ”field grade warrant officers,” “company grade warrant officers,” “enlisted noncommissioned officers,” and “junior enlisted Soldiers” (table 1-1). o Adds policy that the senior commander is normally, but not always, the senior general officer at an installation (para 2-5b(4)(a)). o Adds policy for command responsibility for the Total Army Sponsorship Program (paras 2-5b(4)(a)16 and 2-5b(4)(c)8)...
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