Written in a narrative style, with complex concepts and theories explained in everyday language, and full of practical, current examples, this concise text asks educators to examine their identities. It demonstrates how the social construction of identities has shaped individuals' perceptions, judgments, and understanding of the world. Noel integrates the right mix of personal experiences of multicultural educators, literature from that field, and information from the psychological, philosophical, and sociological foundations of education to help educators plan for diversity in their teaching. Alongside up-to-date statistics and examples are timely discussions of immigration, community involvement, the achievement gap, sex and gender, hate crimes, and bullying issues that touch multicultural educators on a daily basis. Advantageous pedagogical tools group and individual activities, guided discussion questions, case studies, and end-of-chapter reflective writings help readers gain a clear vision of how to be an effective teacher in today's diverse communities.
This book is just as much a self improvement book as it is an informative text. It begins by asking the reader to examine their own cultural background and throughout the text helps the reader construct their own identity while learning about stereotypes, examining racial differences, discussing immigration and other hot topics. There are a lot of great ideas for application in the classroom and extended reading suggestions. Some of the sections were repetitive and lengthy but very important information to share.
Read in a professional learning bookclub at my school, and it was good fodder for discussion. It's informational, if a bit dry and redundant at times. The text does reinforce the idea that in order to be an effective multicultural educator, you must be familiar with your own cultural heritage and the way it has impacted others. The activities throughout and reflective writings at the end of each chapter are also useful.
Lots of applied linguistics and sociological theories designed to get the practioner to examine oneself and one's co-constructed identities and biases in order to meet the needs of CLDs equitably and thoughtfully. Don't look to it for actual classroom strategies and ignore completely the junk science of learning styles.