Books, Nonfiction

Unstandardizing Curriculum

Unstandardizing Curriculum

Sleeter, C. E. & Flores Carmona, J. 2017. Un-standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom, 2nd ed. New York: Teachers College Press.

How can teachers learn to teach rich, academically rigorous multicultural curricula under current standardization constraints? This book grew out of my work with teachers in a graduate course on multicultural curriculum design. This second edition, which has been an excellent-seller, offers a much-needed framework to help teachers take on this challenge. We offer a framework, illustrated with the work of classroom teachers as they grappled with creating and teaching strong multicultural curricula in multicultural contexts, while attending to “big ideas” and standards in the curriculum.

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“This second edition is a game changer for educators interested in powerful curriculum engineering to support new century students.” H. Richard Milner IV, University of Pittsburgh

“This text breaks new ground with a timely contribution that provides solid, potentially emancipatory grounding for a new, inclusive, research-based vision of curriculum, assessment, schools, and society.” Angela Valenzuela, University of Texas at Austin

 

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Diversifying teacher workforce Sleeter, C. E., Neal, L. I., & Kumashiro, K. K. Eds. (2014). Diversifying the Teacher Workforce: Preparing and Retaining Highly Effective Teachers.

New York: Routledge. This new book grows from work we have been doing with the National Association for Multicultural Education, focusing on diversifying the teacher workforce and narrowing the demographic gap between who teaches and who populates U.S. classrooms. While the demographic gap is often invoked to provide a needed rationale for preparing all teachers, and especially White teachers, to work with students of color, it is far less often invoked in an effort to examine why the teaching force remains predominantly White in the first place. This edited collection brings together leading scholars to look closely at this problem. They examine why the teaching force is predominantly White from historical as well as contemporary perspectives, showcase and report available data on a variety of ways this problem is being tackled at the pre-service and teacher credentialing levels, and examine how a diverse and high-quality teaching force can be retained and thrive. This book is an essential resource for any educator interested in exploring race within the context of today’s urban schools.

 

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Power, Teaching, and Teacher Education: Confronting Injustice with Critical Research and ActionSleeter, C. E. 2013. Power, Teaching, and Teacher Education: Confronting Injustice with Critical Research and Action. New York: Peter Lang.

In this collection of essays (versions of which have been previously published, mainly as journal articles), I place the work of teachers and teacher educators within a struggle over what it means to educate a highly diverse public. Visions for public education, as shaped by progressivism and the Civil Rights movements, have emphasized preparation of all children and youth for participation in a diverse democracy. This vision is being challenged by neoliberalism, which frames education as a commodity to be acquired for individual advancement within a competitive marketplace, and as an arena for profit-making. In this book, I connect incisive conceptual analyses, research reviews, and descriptive portraits of teachers and teacher educators as they «teach back to power.» I argue that the work of pushing back against neoliberalism, especially as it overlaps with racism, patriarchy, and radical religious fundamentalism, is a political project, but one that research can help to support.

Nominated for the 2015 AERA Outstanding Book Award

“Her scope of highly‐regarded work in the field of multicultural education offers hope, vision, and a path for aligning with democratic principles and teaching with integrity.” Review, Barbara Larrivee in Teachers College Record.

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Creating Solidarity across Diverse Communities: International PerspectivesSleeter, C. E. & Soriano, E., Eds. 2012. Creating Solidarity across Diverse Communities: International Perspectives. New York: Teachers College Press.

What does it mean to build or act in solidarity, especially in multicultural contexts? This book takes on that question. In this book, experts from around the globe grapple with what solidarity in multicultural societies might mean and how it might be built. With a variety of analytical perspectives and findings, the authors present original research conducted in the United States, New Zealand, Spain, France, Chile, Mexico, and India. Educators will recognize relationships between issues discussed in the book and their own places of work, helping them to better understand issues of diversity and take steps toward building solidarity in their own schools and communities. This book demonstrates the commonality of purpose across the globe to connect schools and teachers with the communities they serve, and suggests avenues for bringing diverse understandings together to bridge antagonism and fear.

“Sleeter and Soriano succeed in making readers aware of educational inequality from a multicultural and international perspective. . . .an essential read for parents, teachers, community members, and school administrators.” Review by April Bego, International Journal of Multicultural Education.

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 School Education, Pluralism and Marginality: Comparative PerspectivesSleeter, C. E., Upadhyaya, S. B., Mishra, A. & Kumar, S., Eds. 2012. School Education, Pluralism and Marginality: Comparative Perspectives. Andhra Pradesh, India: Orient Black Swan.

This book, international in orientation but with a specific focus on India, grew out of a fabulous conference of the same name, held in New Delhi in 2007. We argue that education is an ‘enabling factor’, which facilitates not only economic betterment but also human freedom. However, for the marginalized — Dalits and tribals in India in particular — basic education remains a challenge not only due to lack of access, but also because the pedagogy of mainstream education alienates the marginalized. We make the case that school education must be conceptualized around the material, social, and life experiences of marginalized groups, and that pluralism and social inclusion should be the core principles of the pedagogic conceptual framework, practices and processes of school education across the world. Divided into four sections, we bring together international perspectives on education from the USA, UK, Europe, South Africa, New Zealand and Sri Lanka, among others, with a focus on India. 

School Education, Pluralism and Marginality is not only a highly relevant resource to those engaging with school education in different capacities, but is also a must-read for anyone who might think India’s public education system is a grand success story.” Review by Meera Srinivasan, The Hindu.

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Sleeter, C. E., Ed. 2011. Professional Development for Culturally Responsive and Relationship-based Pedagogy. New York: Peter Lang.  The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Māori students in public secondary schools. The project’s conceptual underpinnings are based on Kaupapa Māori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Māori students’ educational achievement, the study’s findings and messages are applicable to minoritized peoples in countries around the world

Sleeter, C. E., Ed. 2011. Professional Development for Culturally Responsive and Relationship-based Pedagogy. New York: Peter Lang.

The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Māori students in public secondary schools. The project’s conceptual underpinnings are based on Kaupapa Māori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Māori students’ educational achievement, the study’s findings and messages are applicable to minoritized peoples in countries around the world.

 

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Teaching with Vision: Culturally Responsive Teaching in Standards-Based ClassroomsSleeter, C. E. & Cornbleth, C., Eds. 2011. Teaching with Vision: Culturally Responsive Teaching in Standards-Based Classrooms. New York: Teachers College Press. 

In this book, we showcase the professional experience and wisdom of classroom teachers who have been navigating standards- and test-driven teaching environments in California and New York, without losing their vision of what teaching can be. Representing diverse backgrounds, schools, grade levels, subject areas, and specialties, these teachers tell their own stories about their practice, their challenges, and how they learned to maintain a social and pedagogical vision for their work. 

Choice Outstanding Academic Title, 2011

“Through these teaching stories, Sleeter and Cornbleth demonstrate the kind of rich intellectual life and curiosity that we need to create the schools our children deserve….This work is culturally sensitive, critically astute, and absolutely essential for teachers and teacher educators today.”—From the Foreword by Bill Bigelow, Rethinking Schools & Linda Christensen, Lewis and Clark College

 

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Doing Multicultural Education for Achievement and EquityGrant, C. A, & Sleeter, C. E. 2011. Doing Multicultural Education for Achievement and Equity, 2nd. ed. New York: Routledge; translated into Korean.

We created this book as a hands-on, reader-friendly multicultural education textbook that actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. The book, which draws on activities we have used in our classes, is designed to help pre-service teachers develop the tools they will need to learn about their students and their students’ communities and contexts, about themselves, and about the social relations in which schools are embedded.It challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers.

 

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 Critical Multiculturalism: Theory and PraxisMay, S. & Sleeter, C. E., Eds. 2010. Critical Multiculturalism: Theory and Praxis. New York: Routledge.

Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal power relations in education. This book directly and illustratively addresses what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis.
 
 
 

Making Choices for Multicultural EducationSleeter, C.E. & Grant, C.A. 2009. Making Choices for Multicultural Education, 6th ed. New York: Wiley; translated into Korean.

Focusing on what multicultural education actually looks like in the classroom, this book encourages all to examine the latest theoretical perspectives on multicultural education, as well as personal beliefs about classroom diversity. Carl Grant and I show how schools reflect broad patterns of institutional discrimination, and then offer five different approaches to addressing such problems in the classroom. Companion to Turning on Learning.

“This book is highly recommended to teachers and administrators who would like to understand all perspectives of multicultural education as well as consider the possibility of teaching social reconstructionism.” Review by Sidney McDougall, National Education Policy Center.

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Turning on LearningGrant, C.A. & Sleeter, C.E. 2009. Turning on Learning: Five Approaches for Multicultural Teaching Plans, 5th ed. New York: Wiley

With a wealth of lesson plans for grade levels K-12 covering a variety of subject areas, this book illustrates how to apply the principles of multicultural education in the classroom. Lesson plans are in a “before and after” format, showing how lessons can be transformed. This is designed as a practical, lesson-based companion to Making Choices for Multicultural Education.

 

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Facing Accountability in Education: Democracy and Equity at RiskSleeter, C. E., Ed. 2007. Facing Accountability in Education: Democracy and Equity at Risk. New York: Teachers College Press.

Chapters in this edited book raise serious questions about the current accountability movement, whom it actually benefits, and how genuine progress can be make toward improving access to quality education and strengthening democratic education for everyone. Although the accountability movement purports to benefit all students and particularly those who have been left behind historically, on balance it appears to benefit primarily those who are White and native English-speaking; and it appears to be linked to a movement to privatize public services in the interests of large corporations. Chapter authors include Christine Sleeter, Jamy Stillman, Linda Skrla, James Scheurich, Kathryn Bell McKenzie, Barbara McCombs, Cherry McGee Banks, Robert Linn, Linda Darling-Hammond, Jori Hall, Laurence Parker, David Gillborn, Lois Weiner, Sally Tomlinson, and James A. Banks.

 

 

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Culture, Difference and PowerSleeter, C. E.  2001. Culture, Difference and Power. New York: Teachers College Press.

In this creative multimodal e-book on a CD-ROM, I blended text, pictures, music, and interactive activities to engage students in multiple ways, and to help them see connections among core concepts and practice. This was a strong seller until Mac shifted its operating system to OS 10, which it can run it only with some difficulty. It still does work on PC computers.

“The format of Sleeter’s e-book presents an intriguing alternative to books that deal with cultural issues and societal values. . . .I am certain that Culture, Difference, and Power will compel users to question their conceptions about the society they live in, and that is not at all a bad start.” Review by Sigrun Biesenbach-Lucas, Language Learning and Technology.

 

 

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Multicultural Education as Social ActivismSleeter, C. E. 1996. Multicultural Education as Social Activism. New York: SUNY Press.

Connecting multicultural education with political issues of power and struggle, I explore what multicultural education means to white people, given the unequal racial power relations in the U.S. and worldwide. I examine connections between race, gender, and social class, particularly as these connections play out for white women. While taking a feminist perspective, I am also wary of the power white middle class women exercise in defining what counts as gender issues. Throughout the book, I argue that multicultural education was born in political struggle and can never meaningfully be disconnected from politics. Ultimately the quest for schooling for social justice is a political quest rather than a technical issue.

 

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Multicultural Education and Critical Pedagogy: The Politics of DifferenceSleeter, C.E. & McLaren, P., Eds. 1995.  Multicultural Education and Critical Pedagogy: The Politics of Difference.  New York: SUNY Press.

In Multicultural Education, Critical Pedagogy, and the Politics of Difference, Peter McLaren and I bring together a lively collection of works written by scholars from diverse backgrounds. The book grew out of our discussions about connections between critical pedagogy and multicultural education, that are often not seen when multicultural education is understood in an apolitical and sanitized manner, and when critical pedagogy does not directly address racism and patriarchy.

 

 

  

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After the School Bell RingsGrant, C. A. & Sleeter, C. E. 1996. After the School Bell Rings, 2nd ed. Falmer Press.

This book reports an ethnographic study of a desegregated working class junior high school in the Midwest. We sought to understand how the school was structured, how it worked, and the sense teachers, students, and administrators made of schooling, in the context of unequal social relationships of race, social class, gender, and disability. Chapters examine the students’ world, teacher culture, classroom life, and the school’s organizational and institutional context. This second edition reports a study of the students after that had moved on to high school, to find out what happened to the dreams for their futures that they had expressed while in junior high. The book offers a sobering portrait of how unequal relationships end up being reproduced in the context of everyday life in schools, but we also suggest that this reproduction process is not inevitable, and can be challenged.

 

 

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Developing Multicultural Teacher Education CurriculaLarkin, J. & Sleeter, C. E., Eds. 1995. Developing Multicultural Teacher Education Curricula. New York: SUNY Press.

This edited book begins by discussing issues involved in preparing a predominantly White preservice teacher education population for multicultural teaching, and issues faculty need to consider when redesigning their coursework from a multicultural perspective. The remaining chapters examine and illustrate how specific courses in the teacher education curriculum, from foundations to methods courses, can be redesigned multiculturally. Authors include many practical “nuts and bolts”suggestions along with discussions of problems that might be encountered in their implementation.

 

 

 

 

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 Keepers of the American Dream: Multicultural Education and Staff DevelopmentSleeter, C. E. 1992. Keepers of the American Dream: Multicultural Education and Staff Development. Falmer Press.

In this study of a staff development program, I followed a group of teachers over a two year period, to find out the extent to which the staff development impacted on their work in the classroom. The staff development program focused on multicultural teaching, and took place in a teacher center over a period of two years. Acting as evaluator of the project, I and a research assistant attended all staff development sessions, and observed and interviewed the teachers periodically in their classrooms. The book explores potentials and limitations of staff development for transforming classroom practice in the context of structures of teacher work and the sense teachers make of their experiences in a racialized, gendered, and classed live context. 

 

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 Empowerment through Multicultural EducationSleeter, C.E., Ed. 1991. Empowerment through Multicultural Education. New York: SUNY Press.

This book reframes questions about student diversity by probing the extent to which society serves the interests of all, and by examining the empowerment of members of oppressed groups to direct social change. It examines the empowerment of children who are members of oppressed racial groups, lower class, and female, based on the ideas of multicultural education. A series of ethnographic studies illustrates how such young people view their world, their power to affect it in their own interests, and their response to what is usually a growing sense of powerlessness as they mature. The authors also conceptualize contributions of multicultural education to empowering young people, and report investigations of multicultural education projects educators have used for student empowerment. Issues in teacher education are also discussed.

 

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