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Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers examining culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures employed in this process are presented: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Pedagogical features in each chapter include Focus Questions; Chapter Summaries; Suggested Learning Experiences, Critical Reading lists. A Companion Website, new for the Third Edition (www.routledge.com/cw/Hollins), provides additional student resources.
List of contents
Contents
Preface
Acknowledgments
1. The Centrality of Culture and Social Ideology in School Learning
2. The Deep Meaning of Culture
3. Personalizing Cultural Diversity
4. Learning About Diverse Populations of Students
5. Reframing the Curriculum
6. Redesigning Instruction
7. A Framework for Understanding Cultural Diversity in the Classroom
8. Putting it all Together
9. Transforming Professional Practice
References
Author Index
Subject Index
About the author
Etta R. Hollins holds the Ewing Marion Kauffman Endowed Chair in Urban Teacher Education, University of Missouri, Kansas City, USA.
Summary
This text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. It enables teachers to apply knowledge about culture to implementing effective classroom instruction for diverse learners.
