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This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed social studies and civic education curricula looks like in practice.
List of contents
Preface
Introduction
Kenneth J. Fasching-Varner, Kerri J. Tobin, Norma A. Marrun, Iesha Jackson, & Christine Clark
Part I: Social Studies and Civic Education in Elementary Education
Chapter 1: Whose Stories Do We Tell?: Resources for Critical Histories in Elementary Social Studies Curriculum
Laura A. Navarro Edwards and Gülsüm Gürbüz-Küçüksari
Chapter 2: Transformational Learning Through Read-Alouds: Bringing Multicultural Perspectives to Elementary Social Studies
Jacquelyn M. Urbani, Candace Monroe-Speed, and Bhavya Doshi
Chapter 3: When Good Isn't Good Enough: Using Multicultural Picture Books to Address Views on Poverty
Kathy Brashears
Chapter 4: Creating Classism-Conscious Classrooms
Kristen Pennycuff Trent
Part II: Social Studies and Civic Education in Middle and Middle-to-Secondary Education
Chapter 5: Seeing Truth, Banishing Lies: Re-Seeing the "Indigenous Peoples" Unit in Middle Elementary School Social Studies
Debi Khasnabis, Simona Goldin, Mary Bassett, Jeannie Crayne, and Salli A. Kropp
Chapter 6: The History, Memorialization, and Modern Echoes of Blackbirding
John Bickford, David Bunton, and Helen Stacy Bunton
Part III: Social Studies and Civic Education in Secondary Education
Chapter 7: Real World Problems: Social Justice and Community Explorations
Elizabeth M. McDonald, Rachelle Savitz, and Kristen E. Duncan
Chapter 8: Narrative Integrity: Reflection as Social and Civic Education
Nick Bardo and Joanelle Morales
Chapter 9: Critical Multicultural Curriculum Transformation in High School World History, U.S. History, and Civics Curricula
Betsy Gutstein
Part IV: Social Studies and Civic Education Across the PK-12 and Teacher Education Curriculum
Chapter 10: Social Studies in Action in the Neighborhood: Civic Engagement for Kinder through Senior Year
Deanna Chappell
Chapter 11: Making Social Studies Instruction Meaningful: Ask the Good Questions
Paige Hendricks
Chapter 12: Non/Human (Un/En)Tanglements: Practitioner-Based Engagements with Post-Humanism, Multiculturalism, and Visual Materials
Timothy P. Monreal and Bretton A. Varga
Part V: Social Studies and Civic Education in Teacher Professional Development
Chapter 13: Transforming Social Studies for English Learners Through Intentional Professional Development
Margarita Jiménez-Silva, Ashley Coughlin, and Melissa Gorman Mercado
Coda
Kenneth J. Fasching-Varner, Kerri J. Tobin, Norma A. Marrun, Iesha Jackson, & Christine Clark
About the author
Christine Clark is professor, senior scholar, and founding vice president of the University of Nevada, Las Vegas.
Kenneth J. Fasching-Varner is associate professor of literacy education at the University of Nevada, Las Vegas.
Iesha Jackson is assistant professor of teacher education at the University of Nevada, Las Vegas.
Norma A. Marrun is assistant professor and co-coordinator of the cultural studies, international education, and multicultural education (CSIEME) program at the University of Nevada, Las Vegas.
Kerri J. Tobin is associate professor at the school of education at Louisiana State University.
Summary
This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed social studies and civic education curricula looks like in practice.
