Lexington Books
Pages: 320
•
Trim: 6½ x 9¼
978-1-4985-8051-9 • Hardback • July 2018 • $122.00 • (£94.00)
978-1-4985-8052-6 • eBook • July 2018 • $115.50 • (£89.00)
Christine Clark is professor and senior scholar for multicultural education and founding vice president for diversity and inclusion at the University of Nevada, Las Vegas.
Amanda VandeHei is assistant professor of literacy in the School of Education at Nevada State College.
Kenneth J. Fasching-Varner is the Shirley B. Barton Endowed associate professor of education and director of the Higher Education Administration Program at Louisiana State University.
Zaid M. Haddad is assistant professor of interdisciplinary studies & curriculum and instruction and a member of the Department of Interdisciplinary Learning and Teaching at the University of Texas, San Antonio.
Preface
Acknowledgements
Introduction, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. Haddad
Mathematics
Chapter 1: Transforming Family “Math Night” with Latina/Latino Middle School Parents: Communicating about the Adoption of Common Core State Standards, Yolanda De La Cruz
Chapter 2: Using Iterative Visuals and Virtual Manipulatives to Support English Language Learners in Mathematics Education, Sarah A. Roberts
Chapter 3: Rethinking the Teaching and Learning of Latina/Latino Students to Promote a Multicultural Mathematics Education, Javier Díez-Palomar and Carlos A. LópezLeiva
Chapter 4: Students Who Speak English as a Second Language: Preparing Teachers for Changing Demographics—An Innovative and Collaborative Approach, Bettibel Kreye and Gresilda A. Tilley-Lubbs
Science
Chapter 5: Teaching Biology in the Age of the Next Generation Science Standards: Methodology for Teaching in High Needs Schools, Antoinette Linton
Chapter 6: LGBT-Inclusion Across the Life Science Curriculum, Mary HoelscherChapter 7: Earth Shaking Dragons and Orphan Tsunamis: Transforming Middle School Earth Science and STEM through Studying Ancient Science Inquiry and Multicultural Collaborations in Earthquakes, Tsunamis, and Disaster Preparedness, Marna Hauk and Adam Masaki JoyChapter 8: Classroom Meteorologists: Transforming Science Content in a Dual Language Second Grade Classroom, Sandra Lucia OsorioMathematics and Science
Chapter 9: Rethinking Art in Mathematics and Science, Jeff Sapp
Engineering
Chapter 10: Effective Engineering Models for Multicultural Curriculum Transformation in STEM: Engineering for All, Laura Luna, Twanelle Walker Majors, and Jennifer Meadows
Technology
Chapter 11: Multicultural Technology Education: The Need to Teach Digital Technologies to All Students, Janessa Schilmoeller, Lori Griswold, and Neal Strudler
Mathematics, Science, Engineering, and Technology
Chapter 12: Coming Out of the Lab Closet: Queering STEM Education for Student Success and Well-Being, Allison Mattheis, Jeremy B. Yoder, and Dixon Perey
Chapter 13: Considering Women’s Ways of Knowing in STEM, Tracy Arnold, Eshani Gandhi, Schetema Nealy, and Brian TrinhCoda, Christine Clark, Amanda VandeHei, Kenneth J. Fasching-Varner, and Zaid M. Haddad
Resources
About the Editors and Authors
Index
It can easily be argued that curriculum—the ‘what’ we want students to know—is foundational in the education of any nation’s young people. Because knowledge is constructed, we also know that it’s contested. It is highly impacted by the political, social, and cultural context of education. Curriculum, then, is often at the cross-roads of intensive debates between those who wish to defend the traditional “canon” and those who wish to pursue a transformative curriculum that is rooted in principles of diversity, equity, and inclusion. The latter asks for a curriculum rooted in the lives of students, reflective of their social and cultural experiences, and responsive to the hopes and visions of families and communities of what it means to be educated.
A significant critique of this vision of a critical multicultural curriculum is the disconnection between theoretical and conceptual understandings with actual classroom activity. Many teachers have not experienced nor been prepared to teach for diversity, equity, and inclusion. This volume provides a framework for understanding what a transformative multicultural education curriculum entails, connects it to specific content areas, and supports and encourages teachers in enacting that curriculum.
This volume is especially critical at a time of often intense debates about what our nation’s students should learn. It offers a much welcomed, hopeful, visionary, and actionable curriculum for any teacher who wishes to pursue schooling for social justice.
— Francisco A. Rios, Western Washington University
Enlightening teachers, families and communities about the intersection of Multicultural Education and Science, Technology, Engineering and Mathematics (STEM) has become increasingly important in today’s technology driven society. Given the fact that our societies are becoming more diverse culturally and racially, and technological, this volume provides relevant knowledge and current practices involving the successful implementation of multicultural STEM PK-12 curriculum transformations. The authors emphasize practical and theoretical approaches on transforming mainstream and Eurocentric STEM curriculum to multicultural curriculum. This volume provides perspectives that are clearly missing in PK-12 STEM literature.
The timely, innovative and important contributions by the authors answer fundamental questions about what is happening in PK-12 education on transforming STEM content that is more inclusive and representative of multicultural STEM curriculum so that all students benefit, and not just a few.
— Sharon Tettegah, University of Nevada, Las Vegas
Many students in our nation’s schools have inadequate grounding in science, technology, engineering, and math (STEM) compared to global nations. In addition, children of color, low income, females, and ability challenged students fall below other groups within our society. Understanding these shortcomings, this volume does an excellent job in sharing multicultural curricular strategies for STEM P-12 schooling. The resources presented in this volume reflect transformative approaches and flexibility that are also standards-based and teacher friendly. Furthermore, parent involvement is a critical element within the eight organizing tools of this volume and approaches such as, transforming family math night with Latinx middle school parents is one of the delightful highlights. These approaches provide greater opportunity in the STEM fields for social and cultural integration. Children are more successful in all subject areas when they are able to identify and embrace who they are and where they come from, across a wide spectrum of specific cultural characteristics.
— Karen B. McLean Dade, Western Washington University