Amazon Inspire Digital Educational Resources. Sonia NietoPatty Bode. Education and Social Change. This website uses cookies to improve your experience while you navigate through the website. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are as essential for the working of basic functionalities of the website.
We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent.
You also have the option to opt-out of these cookies. But opting out of some of these cookies may have an effect on your browsing experience. Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information. Yet, when I probed more deeply, I also found evidence of deeply held values from their ethnic heritage.
For example, Marisol, a young Puerto Rican woman, loved hip hop and rap music, pizza, and lasagna. Rap music, with its accompanying style of talk, dress, and movement, is a notable example among young people of diverse backgrounds in urban areas. In terms of schooling, the problem with thinking of culture as static is that curriculum and pedagogy are designed as if culture indeed were unchanging.
This is because reality itself can then be perceived as inher- ently static. As an example, Mexican or Mexican-American culture may be familiar to us because it concerns an identity based primarily on ethnicity, the best-known site of culture. But one also can speak, for instance, of a lesbian culture because, as a group, lesbians share a history and identity, along with particular social and political relationships.
Thus, one can be culturally Mexican American and a lesbian at the same time. But having multiple cultural identities does not imply that each identity is claimed or manifested equally. A wealthy light-skinned Mexican-American lesbian and a working-class Mexican-American lesbian may have little in common other than their ethnic heritage and sexual orientation and the oppression that comes along with these identities.
For instance, as a young girl I was surprised to meet middle-class Puerto Ricans when I spent a summer in Puerto Rico. Given my experiences until that time as a member of an urban U.
Puerto Rican family that could best be described as working poor, I had thought that only Whites could be middle-class. Although I spoke Spanish fairly well and thought of myself as Puerto Rican, I discovered that in some ways I had more in common with my African-American peers in my Brooklyn neighbor- hood and school than with the middle-class Puerto Ricans I met on the island.
Years later I understood that these differences had to do with location, experience, and social class. This is certainly the case in urban areas, where the identities of young people of many diverse ethnic and racial backgrounds defy easy catego- rization. The culture of Japanese students in Japan is of necessity different from that of Japanese immigrant students in the United States or of Japanese immigrant students in Peru or Brazil.
When culture is presented to students as if it were context-free, they learn to think of it as quite separate from the lives that people lead every day. In the United States, decontextualiza- tion typically occurs in the school curriculum and in media images outside of school.
A notable case is that of Native Americans, who customarily have been removed from their cultural and historical root- edness through images that eternalize them as either noble heroes or uncivilized savages, and typically as a combination of both.
Even when Native Americans are included in the curriculum as existing in the present, the idyllic images of them tend to reinforce common stereotypes. For instance, while we may be happy to show students pictures of powwows, we are less likely to discuss how reservations have been used as toxic dumping sites. Puerto Ricans generally eat a great deal of rice in many different manifestations. Rice is a primary Puerto Rican staple.
As a rule, Puerto Ricans eat short-grained rice, but I prefer long-grained rice, and other Puerto Ricans often made me feel practically like a cultural traitor when I admitted it. I remember my amazement when a fellow academic, a renowned Puerto Rican histo- rian, explained the real reason behind the preference for short-grained rice. This preference did not grow out of the blue, nor does any par- ticular quality of the rice make it inherently better.
Colonies frequently have been the destination for unwanted or surplus goods from the metropolis, so Puerto Rico became the dumping ground for short-grained rice, which had lower status than long-grained rice in the United States. After this, of course, the pref- erence for short-grained rice became part of the culture. As a result dominant social groups in a society often determine what counts as culture. Social capital is made up of social obligations and networks that are convertible into economic capital.
That is, the tastes, values, languages, and dialects that have the greatest status are associated with the dominant social class not because these tastes, values, languages, or dialects are inherently better but because they have higher social prestige as determined by the group with the greatest power.
As a case in point, for many years linguists have proposed that Black English is a rich and creative variety of English, as logical and appropriate as standard English for purposes of communication. The example of Black English underscores the impact that culture may have on learning and academic achievement. As a result of their identity and upbringing, some children arrive at the schoolhouse door with a built-in privilege because they have learned this cultural capital primarily in the same way as they have learned to walk, that is, unconsciously and effortlessly.
Their culture, in this case, the variety of English that they speak, seems both natural and correct. Expanding upon the popular case-study approach, the fifth edition examines the lives of 19 real students who are affected by multicultural education, or a lack of it. Social justice is firmly embedded in this view of multicultural education, and teachers are encouraged to work for social change in their classrooms, schools, and communities.
Inservice and preservice teachers, principals, school administrators and anyone interested in multicultural education. Sonia Nieto and Patty Bode look at how personal, social, political, cultural, and educational factors affect the success or failure of students in today's classroom. Expanding upon the popular case-study approach, "Affirming Diversity: The Sociopolitical Context of Multicultural Education" examines the lives of real students who are affected by multicultural education, or the lack of it.
This social justice view of multicultural education encourages teachers to work for social change in their classrooms, schools, and communities. MyEducationLab is an online learning tool that provides resources to help you develop the knowledge and skills you'll need to be a successful teacher.
All of the activities and exercises in MyEducationLab are built around essential learning outcomes for teachers.
The site provides you with opportunities both to study your course content and to practice the teaching skills you need to excel as a teacher. The software also makes it easy to integrate your state's content standards into all of your lesson plans. Practice applying what you're learning in interactive excercises and simulations including Building Teaching Skills exercises.
Respond to real classroom situations as you analyze classroom video, case studies, and authentic student and teacher artifacts. Gain a better understanding of concepts and student experiences in multicultural settings through additional case studies, content, and resources. Assess your mastery of chapter content through a book specific Study Plan quizzes that provide overall scores for each objective and also explain why responses to particular items are correct or incorrect.
With experience teaching students at all levels from elementary grades through graduate school, currently she is Professor Emerita of Language, Literacy, and Culture, University of Massachusetts, Amherst.
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