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Teaching from a Multicultural Perspective
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Teaching from a Multicultural Perspective

by Ann M. Johns , Delores J. Huff , Helen Roberts , Juan C. Gonzalez , Olita Harris , Otis Scott , Ray Lou

Book Details

Format Paperback / Softback
Book Series Survival Skills for Scholars
ISBN-10 0803956142
ISBN-13 9780803956148
Publisher SAGE Publications Inc
Imprint SAGE Publications Inc
Country of Manufacture GB
Country of Publication GB
Publication Date Aug 4th, 1994
Print length 118 Pages
Weight 176 grams
Dimensions 21.20 x 14.10 x 0.90 cms
Product Classification: Sociology & anthropology Teaching of students with English as a second language (TESOL)
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The authors of this volume, all experienced teachers and administrators, outline how to teach in a multicultural environment. They suggest classroom strategies, curriculum reforms and assessment tools that work for all students.
Teaching from a Multicultural Perspective, one of the volumes in Sage′s Survival Skills for Scholars series, is a commonsense primer for developing multicultural pedagogies, courses, curricula, and most important, institutions. Helen Roberts and her associates set out practical strategies and principles for teaching, mentoring, and fostering the academic (and personal) success of minority and nontraditional students. Although this book covers issues relating to multiculturalism on campus that may already be familiar to many of us, it nonetheless should be of interest to advisors who also teach, who are involved in teacher training, or who are involved in resource networking, and who would like to share a basic introduction to the issues with new instructors or other advisors. . . . They valuably stress the role academic advisors can play in the success of minority students. --Brady Harrison in The Journal of the National Academic Advising Association How do you welcome the growing number of culturally diverse students in your classroom without alienating, condescending, or offending them? The authors of this collaborative volume, all experienced teachers and administrators in the ethnically heterogeneous California State University system, outline how to teach "multiculturally." They suggest a set of classroom strategies, curriculum reforms, assessment tools, and mentoring relationships that work for all students, regardless of their cultural background--or yours. The authors contend that cultural diversity is an issue for all faculty members to address regardless of your discipline or the ethnic composition of your campus. With the material in this volume, you can begin to meet the challenge of the truly multicultural university.

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