| Author |
Title |
Publishing
Information |
Abstract |
Bigelow,
B.
Peterson, B. eds. |
Rethinking
Columbus: The Next 500 Years |
Rethinking
Schools, Limited, Milwaukee, WI, 1998 |
Why
rethink Christopher Columbus? Because the Columbus story is a foundation
for people's beliefs about society. Columbus is often a child's first
lesson about encounters between different cultures and races. The legend
tells us whose version of history to accept and whose to ignore. Most
history books tell the story of Columbus from one point of view. The MA
ABE Social Studies Framework encourages us to help learners understand
historical perspective and multiple viewpoints. This book includes more
than 90 essays, poems, interviews, historical vignettes, and lesson plans
re-evaluate the myth of Columbus and issues of indigenous rights. |
| Caduto,
M.J. Bruchac, J. |
Keepers
of Life: Discovering Plants thru Native American Stories |
Golden,
CO: Fulcrum |
Written
for children, but highly useful in adult classes as well. Interdisciplinary
curriculum in botany and plant ecology with focus on environmental and
stewardship issues. Incl. Native American stories on plants, issues such
as global warming and endangered specieis, habitats from deserts to seashores. |
| Caduto,
M.J. Bruchac, J. |
Keepers
of the Earth: Native American Stories & Environmental Activities |
Golden,
CO: Fulcrum |
Though
designed for children, a good resource for Native American cultural contributions
as well as content for social studies, science, and environmental projects,
projects, and discussions. Includes activities, charts, graphs, and illustrations. |
| Fadiman,
A. |
The
spirit catches you and you fall down: a Hmong child, her American doctors,
and the collision of two cultures |
Noonday
Press, New York, NY, 1998 |
This
is the story of three-month-old Lia Lee and her family as they experience
the cultural values around health and health care. Lia's parents, Foua
and Nao Kao, were part of a large Hmong community in Merced, refugees
from the CIA-run "Quiet War" in Laos. The Hmong, traditionally
a close-knit and fiercely independent people, have been less amenable
to assimilation than most immigrants, adhering steadfastly to the rituals
and beliefs of their ancestors. Lia's pediatricians, Neil Ernst and his
wife, Peggy Philp, cleaved just as strongly to another tradition: that
of Western medicine. When Lia Lee entered the American medical system,
diagnosed as an epileptic, her story became a tragic case history of cultural
miscommunication. |
| Guy,
T. (ed) |
Providing
Culturally Relevant Adult Education: A challenge for the Twenty-First
Century |
Jossey-Bass,
1999 |
This
edited collection provides insightful commentary on culturally relevant
education and how it can be constructed within adult education settings
in general and with African American, Hispanic, Navajo students in particular.
|
| Heath,
S. B. |
Ways
with words: language, life, and work in communities and classrooms |
Cambridge
University Press, Cambridge, NY, 1983 |
Language
is power. Heath, a reflective practitioner of both human nature and schooling,
provides an in-depth view of communities which epitomize the struggle
for such power. In her ethnographic study of Trackton and Roadville, Heath
lays bare the socializing process of children through words. The discontinuity
between home and school is disturbing; a realization that students who
do not fit the traditional way of schooling are left behind. Clearly illustrated
is the need for teachers and students to bridge the gap which exists in
relation to both language and culture, for without this effort some students
will never acquire the power needed to take control of their education
or pursue opportunities from which they have previously been excluded. |
| Horsman,
Jennifer |
Something
in my mind besides the everyday: women and literacy |
Women's
Press, Toronto, 1990 |
The
author of this 238-page study set out to challenge the myths of illiteracy
by listening to women's accounts of their own lives. She interviewed 23
women participating in literacy and training programs and workers in these
programs in rural Nova Scotia. She examines some of the myths about illiteracy
such as literacy will automatically improve lives; "illiterates"
can't think abstractly or use logic; and women are to blame for their
own illiteracy. She identifies social structures that support the myths
of illiteracy. The author makes a powerful case for valuing these womens'
experiences and recognizing that many left school for complex reasons
rather than lack of motivation. |
| Lee,
Enid, Menkart, Deborah, Okazawa-Rey, Margo |
Beyond
heroes and holidays: a practical guide to K-12 anti-racist, multicultural
education and staff development |
Network
of Educators on the Americas, Washinton, DC, 1998
|
This
book functions as a interdisciplinary guide for teachers, administrators,
students and parents. It offers lessons and readings developed by teachers
that show how to analyze the roots of racism, investigate the impact of
racism on all our lives, our families and our communities, examine the
relationship between racism and other forms of oppression such as sexism,
classism and heterosexism, and learn to work to dismantle racism in our
schools, communities and wider society. |
| Martin,
R. |
Other
Colors: Stories of Women Immigrants |
Schreiber,
Tatiana: Radio Project, 1994
Other Colors Project, P.O. Box 4190
Albuquerque, NM 87196.
Call 505-265-3405
|
Includes
two audiocassettes and a teacher's guide. The cassettes have excerpts
from interviews of women immigrants from a variety of countries. The first
cassette has two parts, "No Time for Home" and "Here, Everything
is Different." The second cassette includes discussions of domestic
violence; mothers and daughters; employment; lesbian immigrants; and race,
color and identity. The teacher's guide includes suggestions for activities
to use before, during, and after listening to the tapes. The activities
are writing and processing exercises that provoke thoughtful discussion
and can be adapted to ESOL and ABE. The Teacher's Guide includes sections
on Facilitating Rich Discussions, and Notes on the Uses of Writing, as
well as suggested readings. |
| McCloskey,
J. |
Three
Generations of Navajo Women: Negotiating Life Course in the Eastern Navajo |
Agency
American Indian Culture and Journal |
Inteviews
with 78 Navajo grandmothers, midlife mothers, and young moethers; examines
their life course patterns in cultural and historical contexts. |
| Nieto,
S. |
Affirming
diversity : the sociopolitical context of multicultural education |
Longman
Publishers USA, Whiteplains NY |
Affirming
Diversity is a comprehensive presentation of the multicultural paradigm.
Sonia Nieto's holistic perspective holds that social and political realities,
school curricula and practices, and the multiple cultures of students
and their communities must be understood in tandem. In her view, multicultural
education entails a thorough pedagogical and structural reformation of
schooling, including a serious rethinking of tracking and testing, textbooks
and narrow curricula, and lack of student participation in their own learning.
Affirming Diversity is makes a good case for a democratic education that
"takes students seriously, uses their experiences as a basis for
further learning, and helps them develop into critical and empowered citizens."
|
| Nonesuch,
K. |
Making
Connections: Literacy and EAL Curriculum from a Feminist Perspective |
Toronto,
Canadian Congress for Learning Opportunities for Women (CCLOW), 1996
www.nald.ca/province/bc/lbc
/pub/bulletin/spring98/
page20.htm
|
Making
Connections, a clear and practical guide for addressing issues of women
learners, was created by a diverse group of Canadian women in literacy,
EAL/ESL and women's learning. As the Introduction explains, a feminist
curriculum "does not tell women what tothink, how to live or what
to do, " but instead, makes space for women's experience and invites
learners "to make connections between their lives and the lives of
others, and to think about issues of invisibility and power." These
materials are not for women-only groups. Except for specific topics (e.g.
Choosing Safer Sex), they are meant to be used with mixed groups of women
and men or in one-to-one work. Chapter themes include: Daily Lives, Self
Esteem and Literacy, Cultural Awareness, and Gender Roles. |
| Seufert,
P. |
Refugees
as English Language Learners: Issues and Concerns |
Online:
http://ericir.syr.edu/Eeric/
adv_search.shtml
ERIC 438741 |
Culture
orientation training is received by the approximately 78,000 to 90,000
refugees settled in the United States each year. In this text, commonly
asked questions concerning refugees' ethnic origins and English language
abilities are explored as well as program considerations for serving this
population. Topics of discussion are: who are the refugees and where are
they from; a comparison of overseas training to past training and the
implications for U.S. service providers; factors considered in setting
up instructional programs for refugees; recommended curricular approaches;
how employment skills can be integrated with ESL training; and how ESL
programs with limited funds offer support services, curriculum innovations,
and technology access to refugees. |
| Sleeter,
C. |
"Diversity
vs. White Privilege" |
Rethinking
Schools, Winter 2000
v15, n2, Winter 2000
www.rethinkingschools.org/
Archives/15_02/Int152.htm |
This
article is an interview with Christine Sleeter, a professor at California
State University and co-editor of Multicultural Education, Critical Pedagogy,
and the Politics of Pedagogy. Ms Sleeter explains why multiculturalism
at its core is a struggle against racism, and must go beyond an appreciation
of diversity. Very accessible piece. |
| Takaki,
R. |
A
Different Mirror: A History of Multicultural America |
Boston:
Little, Brown, 1994 |
This
book chronicles US history through the experiences of immigrants and minorities
and challenges readers to expand our conception of what it means to be
American. |
| Website |
Color-Lines |
www.colorlines.com |
"The
nation's leading magazine on race, culture, and organizing." |
| Weinstein,
Gail |
Learners'
Lives as Curriculum: Six Journeys to Immigrant Literacy |
Delta Systems,
McHenry, IL, 1999
For ordering
information:
www.delta-systems.com/
|
This
book outlines a model for creating curricula that are truly based on the
lives of the learners. It explains how to use directed listening to elicit
a learner-generated text, and then how to transform the text into lessons
and eventually thematic units. Teachers who used the method to develop
curricula in this way describe six examples of the process. |
| Weinstein-Shr,
G. |
Stories
to Tell Our children |
Boston:
Heinle & Heinle, 1992 |
An
anthology of fourteen stories collected from immigrants and refugee students
enrolled in adult ESL programs in the United States and Canada. Each one
is accompanied by activities designed to invite adults who are new users
of English to respond to the stories and to tell their own as they develop
reading and writing skills. The stories in this anthology are unique and
powerful because they are authentic they speak directly to the adult learner
and they address the joys and sorrows of the immigrant experience. |
| Wrigley,
Heide Spruck, Guth, Gloria |
Bringing
literacy to life: issues and options in adult ESL literacy |
Aguirre
International for the U.S. Dept. of Education, Office of Vocational
and Adult Education, San Mateo, CA, 1992
email:
csoong@aiweb.com
|
This
is a highly regarded handbook for practitioners which links theory and
practice in adult literacy with a special focus on ESL Literacy. It contains
chapters on teaching approaches, curriculum, assessment, staff development
and technology, along with several curriculum units developed by teachers
in the field. The handbook uses promising practices culled from innovative
programs to illustrate engaged learning and adventurous teaching |
| Zinn,
Howard |
A
people's history of the United States |
NY:
Harper Perennial, 1990 |
"...A
moving history of the american people from the point of view of those
who have been exploited politically and economically and whose plight
has been largely omitted from most histories. |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
