Language, Culture, and Teaching
• explores how language and culture are connected to teaching and learning in educational settings;
• examines the sociocultural and sociopolitical contexts of language and culture to understand how these contexts may affect student learning and achievement;
• analyzes the implications of linguistic and cultural diversity for classroom practices, school reform, and educational equity;
• encourages practicing and preservice teachers to reflect critically on their classroom practices, as well as on larger institutional policies related to linguistic and cultural diversity based on the above understandings; and
• motivates teachers to understand their ethical and political responsibilities to work, together with their students, colleagues, and families, for more socially just classrooms, schools, and society.
Changes in the Third Edition:
This edition includes new and updated chapters, section introductions, critical questions, classroom and community activities, and resources, bringing it up-to-date in terms of recent educational policy issues and demographic changes in the U.S. and beyond. The new chapters reflect Nieto’s current thinking about the profession and society, especially about changes in the teaching profession, both positive and negative, since the publication of the second edition of this text.
This best-selling text explores the meaning, necessity, and benefits of multicultural education–in a sociopolitical context–for students of all backgrounds.
Sonia Nieto and Patty Bode look at how personal, social, political, cultural, and educational factors affect the success or failure of students in today's classroom. Expanding upon the popular case-study approach, Affirming Diversity: The Sociopolitical Context of Multicultural Education examines the lives of real students who are affected by multicultural education, or the lack of it. This social justice view of multicultural education encourages teachers to work for social change in their classrooms, schools, and communities.
—Herbert Kohl, Director, Institute for Social Justice and Education, University of San Francisco
What helps great public school teachers persevere—in spite of everything? Sonia Nieto, a renowned teacher educator, takes a close look at what can be learned from veteran teachers who not only continue to teach but also manage to remain enthusiastic about it. This inspirational volume provides much-needed advice on how some urban teachers are solving the everyday challenges of student learning. Nieto collaborates with experienced teachers in urban schools who are especially effective working with students of culturally and linguistically diverse backgrounds—students who are among the most marginalized in our public schools. Offering an alternative vision of what’s important in teaching and learning, Nieto concludes with an urgent call to advance new national priorities for public education.
At a time when politicians, policymakers, and philanthropists are quick to denigrate teachers’ work and arrogantly speak for the profession,Why We Teach Now offers teachers the room and respect to speak for themselves. Once again, Nietogives teachers and those who care about education the inspiration and energy to embrace their role as advocates—a role that is vital not only for the well-being of students but also for the future of the profession and our nation.Praise for Why We Teach:
“These pieces reveal the passion and hope that keep people in the classroom. Inspiration and information, Why We Teach raises our understanding of the dedication that fuels people's commitment to this profession.”
“This collection of essays written by teachers from across the country demonstrates exactly why there is hope for our public schools. Their words reveal why--in spite of bureaucracy and low pay—they continue to teach. This book should be required reading for college students planning to enter the profession. Teachers already in the classroom, whether for five years or twenty-five, will be encouraged and inspired.”
Unlike blacks--who are concentrated in Boston--Latinos are dispersed geographically throughout the state. This distribution, combined with their limited economic and political power, has made Latinos victims of public indifference and neglect.
This volume and its companion, Latino Poverty and Economic Development in Massachusetts, edited by Edwin Melendez and Miren Uriarte, are designed to educate policymakers and other concerned individuals about the particular needs of Latinos in Massachusetts. They address issues of education and economic development and suggest strategies to facilitate Latino empowerment in ways that preserve ethnic identity, language, and cultural expression.
Puerto Rican Students in U.S. Schools:
* features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and social action, and
* includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.