Multicultural education and human relations : valuing diversity

This text provides the philosophical foundation for multicultural teaching while offering practical workbook activities, exercises, games, and checklists for classroom application.

Multicultural Education and Human Relations asks pre-service teachers to diagnose their present knowledge and skills, reflect on experiences, actively participate in exercises, discuss relevant theory and research, and integrate this information into their behavioral repertoires, they can then enter classroom situations from a background of first-hand awareness and experience. From this self-analysis, teachers become better prepared to work in a culturally diverse classroom and help their classes function cooperatively and effectively while promoting respect for diversity and the cultural values of others.

Preface	p. xi
Chapter 1 Introduction to Multicultural Education and Human Relations	p. 1
Diversity: Promise or Problem?	p. 1
Culture and Multiculturalism	p. 3
Multicultural Education	p. 4
Diversity Is Pervasive and Inevitable	p. 5
The Promise of Diversity	p. 9
The Dangers of Diversity	p. 12
The Goals of Human Relations	p. 13
The History of Human Relations	p. 14
The Myth of Homogeneity	p. 18
Capitalizing on the Promise of Diversity	p. 18
Summary	p. 19
Chapter 2 My Cultural Identity	p. 28
Introduction	p. 28
The Person You Think You Are	p. 28
Why Have an Identity?	p. 29
Multicultural Perspectives on Self-Identity	p. 30
The Wrong Turns in Building Your Identity	p. 32
Social Identity	p. 34
Identity and Moral Character	p. 36
Constructing Your Identity	p. 37
Building Pride in Your Cultural Identity	p. 40
Am I Acceptable or Unacceptable?	p. 42
Increasing Your Self-Acceptance Through Relationships	p. 43
Diversity within Your Identity	p. 46
Summary	p. 47
Chapter 3 Barriers to Constructive Diversity	p. 48
Introduction	p. 48
Desegregation of Schools	p. 48
The Human Need to Classify	p. 52
Stereotypes	p. 54
Prejudice	p. 59
Attribution Theory	p. 61
Social Identity and Social Categorization Theories	p. 66
Awakening a Sense of Injustice	p. 68
The Prejudiced Personality	p. 69
Expectations and the Self-Fulfilling Prophecy	p. 71
Commitment to Long-Term Relationships	p. 73
Summary	p. 74
Chapter 4 Intergroup Conflict	p. 76
Introduction	p. 76
Segregation Still Exists	p. 76
Psychodynamic Theory	p. 77
Ingroup Bias	p. 77
Realistic Conflict Theory	p. 78
Power Majorities and Minorities	p. 79
Intergroup Conflict	p. 86
Insulated Ignorance	p. 97
Contact Theory	p. 100
Other Influences on Prejudice and Discrimination	p. 109
Conclusions and What Happens Next	p. 110
Summary	p. 111
Chapter 5 Social Judgment Theory	p. 112
Interpersonal Relationships	p. 112
Forming and Maintaining Positive Relationships	p. 113
Negative Emotions and Stereotypes	p. 116
Interaction Strain	p. 116
Social Judgment Theory	p. 118
The Evidence on Cooperative Efforts	p. 122
Our Research on Social Interdependence and Cross-Ethnic Relationships	p. 125
Lateral Transmission of Values	p. 128
Summary	p. 130
Chapter 6 Cooperative Learning	p. 131
Introduction	p. 131
Learning Together Versus Learning Alone	p. 132
What Is Cooperative Learning?	p. 133
Why Use Cooperative Learning?	p. 134
Types of Cooperative Learning Groups	p. 137
What Makes Cooperation Work?	p. 141
The Cooperative School	p. 142
Creating a Cooperative Community	p. 144
Summary	p. 148
Chapter 7 Using Cooperative Learning	p. 151
Teacher's Role: Being a "Guide on the Side"	p. 151
Preinstructional Decisions	p. 152
Structuring the Task and Cooperative Learning Group	p. 159
Monitoring and Intervening	p. 161
Evaluating Learning and Processing Interaction	p. 163
Informal Cooperative Learning Groups	p. 164
Using Informal Cooperative Learning	p. 165
Nature of Base Groups	p. 167
Integrated USE of All Three Types of Cooperative Learning	p. 173
Summary	p. 177
Chapter 8 The Conflict-Positive School	p. 185
The School as a Conflict-Positive Organization	p. 185
What Is Conflict?	p. 187
Conflicts Can Be Destructive or Constructive	p. 191
The Value of Conflict	p. 192
The Need for Coorientation	p. 196
Managing Conflicts Constructively	p. 198
Conflict Resolution as a Management Program	p. 202
A Life-Long Advantage	p. 203
Summary	p. 204
Chapter 9 Academic Controversy	p. 206
Introduction	p. 206
The Importance of Intellectual Conflict	p. 206
What Is Academic Controversy?	p. 208
Process of Controversy	p. 213
Structuring Academic Controversies	p. 215
Conducting Subject-Specific Controversies	p. 220
What Academic Controversy Is Not	p. 220
Learning How to Be a Citizen in a Democracy	p. 224
Building a Learning Community	p. 226
Summary	p. 227
Chapter 10 Teaching Students to Be Peacemakers	p. 232
Introduction	p. 232
Teaching Students the Peacemaker Program	p. 233
Two Approaches to Establishing a Peer Mediation Program	p. 233
Step 1 Creating a Cooperative Context	p. 234
Step 2 Teaching Students the Nature and Desirability of Conflict	p. 234
Step 3 Teaching all Students the Problem-Solving Negotiation Procedure	p. 234
Step 4 Teaching all Students to Mediate Schoolmates' Conflicts	p. 240
Step 5 Implementing the Peacemaker Program	p. 247
Step 6 Continuing Lessons to Refine and Upgrade Students' Skills	p. 250
Step 7 Repeating Peacemaking Steps Each Year	p. 252
Research on the Peacemaker Program	p. 253
Summary	p. 256
Chapter 11 Teaching Civic Values	p. 263
Introduction	p. 263
Why Teach Civic Values?	p. 264
Do Our Values Change?	p. 267
How to Teach Civic Values	p. 270
Interdependence and Values	p. 271
Conflict Resolution and Values	p. 275
Benefits of a Civic Values Program	p. 279
Creating Commitment to Values	p. 279
Summary	p. 280
Chapter 12 Reflections and Conclusions	p. 281
Diversity: Promise or Problem?	p. 281
Step 1 Recognize Diversity Exists and Is Valuable	p. 281
Step 2 Build an Inclusive, Unifying Identity	p. 281
Step 3 Understand Cognitive Barriers	p. 282
Step 4 Understand the Dynamics of Intergroup Conflict	p. 283
Step 5 Understand Social Judgment Process	p. 283
Step 6 Create a Cooperative Context	p. 283
Step 7 Teach Conflict Resolution Procedures	p. 284
Step 8 Teach Civic Values	p. 285
Summary	p. 285
Review and Celebration	p. 286
References	p. 290
Index	p. 303

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