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Solution Manual for Affirming Diversity: The Sociopolitical Context of Multicultural Education , 7th Edition

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    i S oOut i on Manual to accompany Affirming Diversity The Sociopolitical Context of Multicultural Education Seventh Edition Sonia Nieto University of Massachusetts at Amherst Patty Bode Amherst - Pelham Regional Middle School Prepared by Kristen French and Patty Bode

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    Contents Preface…………………………………………………… ………………………iv Why an Instructor’s Manual?..................................................................... ....................... . v What are the Assumptions About Instructor’s Manuals? How is this Instructor’s Resource Manual different?.................................................. ........................................ . v Classroom Strategies for Bu ilding Community…………………… vi Using the Affirming Diversity Instru ctor’s Resource Manual…... vii Sample Sylla bus………………………………………………………. . . . x Chapter One: Understanding the Sociopolitical Context of Schooling Chapter Ov erview………………………………………………………………... 1 Problem Po sing………………………………………………………… . .. 2 Refl ection Jou rnals…………………………………………………… …. 5 Whole Class/Gro up Work……………………………………………… .. 5 Student as Te acher…………………………………………………… …. 7 Critical Pedagogy in Actio n………………………………………… ... .. 7 Asse ssment…………………………………………………………… … .. 8 Supplemental Mate rials……………………………………………… ... 10 Chapter Two: Defining Multicultural Education for School Reform Chapter Overview……………………………… ………………………23 Problem Posin g…………………………………………………………23 Reflection Jour nals…………………………………………………….24 Whole Class/Group Work……………………………………………..25 Student as Tea cher……… …………………………………………….26 Critical Pedagog y in Action…………………………………………..27 Asses sment……………………………………………………………..28 About Lang uage………… ……………………………………………..29 Supplemental Mate rials……………………………………………… 30 Chapter Three: Racism, Discrimination, and Expectations of Stude nts’ Achievement Chapter Overview…………………………………………………… … 43

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    ii Problem Pos ing………………………………………………………….44 Reflection Journ als………………………………………… …………..45 Whole Class/Gr oup Work………………………………………………46 Student as Tea cher……………………………………………………..48 Critical Pedagogy in Action… ………………………………………...48 Assessmen t…………………………………………………………… …50 About Terminol ogy……………………………………………………...52 Supplemental Mate rials………………………………………………...52 Chapter Four: Structural and Organizational Issues in Classrooms and Schools Chapter Over view……………………………………………………….62 Problem Pos ing………………………………………………………….63 Reflection Journ als……………………………………………………..65 Whole Class/Gr oup Work……………………………………………… 65 Student as Tea cher…………… ………………………………………..66 Critical Pedagogy in Action……………………………………………67 Assessment …..…………………………… …………………………… ..69 About Termin ology……………………………………………………...71 Supplemental Mate rials………………………………………………...71 Chapter Five: Culture, Identity, and Learning Chapter Over view……………………………… ……………………….79 Problem Pos ing…………………………………………………………80 Reflectio n Journals… ………………………………………………….83 Whole Class/Group Work……………………………………………..83 Student as Tea cher…………………………………………………….85 Critical Pedagogy in Action…………………………………………..85 Assess ment………...………………………………………………… …86 About Terminology…………… ………………………………………..88 Supplemental Mat erials ……………………………………………… .89 Chapter Six: Linguistic Diversity in U.S. Classrooms Chapter Over view………………………………………………………95 Problem Pos ing…………………………………………………………95 Reflection Journals….………………………………………… ……… 98 Whole Class/Gro up Work……………………………… ……………100 Student as Tea cher……………………………………………………101 Critical Pedagogy in Action…………………………………………102 Assessment ……………………………………………………………103 About Termin ology……...……………………………………………105 Supplemental Mate rials………………………………………………106

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    iii Chapter Seven: Understanding Student Learning and School Achievement Chapter Ove rview…………………………………………………… ...114 Problem Pos ing………………………………………………………...114 Reflection Jou rnals…………………………………………………....117 Whole Class/Group Work…………………………………………….118 Student as Tea cher……………………………………………………119 Critical Pedagogy in A ction………………………………………….121 Asse ssment…………………………………………………………….122 About Termino logy……………………………………………………122 Supplemental Materials…………… …………………………………123 Chapter Eight: Learning from Students Chapter Ove rv iew……………………………………………………...131 Problem Po sing………………………………………………………...134 Reflection Journ als……………………………………………………134 Whole Class/Group Work…………………………………………….135 Student as Te ach er……………………………………………………136 Critical Pedagogy in A ction………………………………………….136 Asses sm ent……………………………………………………………..138 Supplemental Mate rials……………………………………………….139 Chapter Nine: Adapting Curriculum for Multicultural Classrooms Chapter Ov erview……………………………………………………...151 Problem Pos ing………………………………………………………...151 Reflection Journ als……………………………………………………154 Whole Class/Group Work…………………………………………….154 Student as Teac her……………………………………………………155 Critical Pedagogy in Action…… …………………………………….155 Assessmen t……………………………………………………………. 155 Supplemental Mater i als…...………………………………………….157 Chapter Ten: Affirming Diversity: Implications for Teachers, Schools, Families and Communities Chapter Ove rview…………………………………………………… . . 168 Problem Po sing……………………………………………………… . . 168 Reflection Journ als………………………………………………… … 170 Whole Class/Gro up Work…………………………………………… . 17 1 Student as Teac her……………………………………………………171 Critical Pedagogy i n Action………………………………………….172 Assessment…………… ………………………………………………..173 Supplemental Mater ials……………………………………………….175

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    x SAMPLE SYLLABUS Introduction to Multicultural Education Overview This course has been designed to provide a basic introduction to the historical, sociological and philosophical foundations of multicultural education. The following are the general instructional goals of this course: 1. To examine the nature of intergroup relations in U.S. society from different theoretical perspectives in order to shed light on the cau ses and complex dynamics of racism, neocolonialism, classism, sexism and other forms of discrimination and intergroup conflict. 2. To promote the study of the historical and contemporary experiences and contributions of people of color, women and other underr epresented groups. 3. To analyze the influence on learning of such social identities as race, class, ethnicity, language and gender and to understand how discrimination based on these factors translates into school structures, policies and practices that perp etuate inequality. 4. To develop a sound philosophical rationale for multicultural education and critically examine the role of multicultural education in school reform and social change. 5. To reconcile the contradiction of teacher and student and become critical co - investigators through dialogue (i.e., naming, reflecting, and acting upon reality). 5 REQUIRED TEXTS Nieto, S. & Bode, P. (2018). Affirming diversity : The sociopolitical context of multicultural education (7 h edition). New York: Pearson. Pleas e notify me if you have any condition (e.g., physical, learning or sensory disability) that will make it difficult for you to carry out the work I have outlined in this syllabus. We can make appropriate arrangements during the first few days of the course . COURSE REQUIREMENTS A. Attendance & Participation B. Reading Discussion Facilitation C. Family Education History Project D. Response Papers E. Case Study Reflection Journal F. Community Research/Case Study Project/Presentations 5 Freire, Paulo. (1970). Pedagogy of the Oppressed. New York: Seabury Press.

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    xi A. Attendance & Participation As a membe r of this class, you are responsible for the learning that takes place during each class meeting. You are expected to be prepared for each class and ready to participate in class discussions and activities. You are expected to attend all sessions and com plete all assigned readings and course tasks. Your presence is important. If you miss more than one class meeting, your final grade will reflect your absences, at my discretion. For every class you miss, you must write a two - page paper in response to the assigned readings . A one - page paper on a cultural event (e.g., art or music show, film, festival, political demonstration, lecture, etc.) that you attended this semester will also be required. In this paper, describe an experience that took you out of yo ur own cultural frame, as well as any new understandings you ascertained about the culture represented. B. Reading Discussion Facilitation You will be responsible for leading discussion for 20 minutes on one of the class themes . When preparing your discussion, consider the following questions: What does the theme of the class mean? How do the readings respond to the theme? What can we do as a group to facilitate thoughtful discussions about the theme? Which key concepts do we want to convey or highli ght in this discussion? What do we want the class to learn from the discussion? If you sign up for facilitation on a day with a panel or special guest, you will be responsible for connecting the readings to introducing the guests, facilitating student ques tioning and wrapping up the discussion. Please email me your facilitation plan two days before your presentation. I encourage you to experiment with different ways (e.g., posing questions, simulations, mini - lecture, etc.) of facilitating discussion. We will compile a list of possibilities in class. C. Family Education History Project Using class readings as a historical backdrop, you will construct a history of your family’s experiences with formal education in the United States. Your 7 - 8 page project will be due on . See the guidelines for this exercise. D. Reflection Journals You will be responsible for ten single - spaced, one - page response papers during the semester. In these papers, you will respond to and make connections between your acade mic and personal life experiences and the course readings. You can also include reflections on other class activities. Some Reflection Journals will have specific guidelines; these will be displayed on the weekly course assignment on the course calendar or shared in class. Make sure to check each week. Remember that the reflection journals are a space for you to connect with the readings, apply them to your life and share that information with me.

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    xii Reflection journals are due as indicated on the calendar, e xcept on (Family Education History Project due) and the day of the poster session. E. Case Study Reflection Journals You will be responsible for writing a one - page single - spaced reflection paper for each case study in Affirming Diversity . Use t he questions provided after the case studies to guide your thinking. With each case study identify ways in which they can connect to your own case study (your final project). F. After - Class Group (Optional) This group is a voluntary committee of students who will stay after class with me to review the class session we just had and discuss what worked, what did not, what to change and what to do in the upcoming class. I am inviting students to collaborate with me by examining, evaluating and recreating the ir own learning. I see this group’s ongoing responsibility as reviewing and revising the syllabus and learning process of this course. If you decide to take part in this group, your contribution will equal five response papers. You will have to complete only five response papers . However, this group should be prepared to discuss all readings. Reading facilitators are welcome to join us on the day they lead discussion. Of course, feedback from all class members is welcome at all times. G. Communit y Research/Case Study Project/Presentation Your major project for this class will include a group community project with a group PowerPoint presentation. Each member will do an individual case study on a particular student in the community whose culture is different from your own. Based on the information from your case study you will uncover questions (research questions) that you will address through your annotated bibliography (see example). By the last day of class , you will turn in your project and pre sent your research in the form of a poster presentation or PowerPoint presentation. In addition, you will give feedback to your classmates about their projects. We will talk more about this in class. Your critical ethnographic case study will include the following: 1. A case study of a student from a culture other than your own. 2. This project will include interviews, research about the culture and background of the student you will be interviewing and reflections about the relevance of your findings to critical multicultural education as well as linking your study to the readings discussed in class. 3. You will receive more information about ethnographic research and interviewing techniques in class as well as specific guidelines for this project. (For exa mples of case studies, refer to snapshots and case studies in Affirming Diversity: The Sociopolitical Context of Multicultural Education ) Your annotated bibliography:

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    xiii The purpose of this assignment is to support you in identifying and learning about a spe cific area of interest in multicultural education that was generated out of your case study. For this assignment, you will need to: 1. Select a topic and formulate a question you want to investigate. 2. Choose 5 references (books or journal articles) that relate to that topic. 3. Prepare an annotated bibliography that includes a complete reference for each source, an abstract of each source that summarizes the main points or arguments and its relevance to your particular research question. Only one reference can be from the Internet. a. Referenced sources should follow APA guidelines. b. More specific guidelines and examples of how to do an annotated bibliography will be provided later. 4. In addition to the annotated bibliography you should include: a. Information about your ra tionale for choosing your topic. b. A discussion of how the reading in this area connects to multicultural education and your professional goals. 5. Prepare a poster presentation on your research topic Schedule of Reading Discussion Facilitators What follows is a discussion schedule for the semester. You can work as partners or in a group of three. Your group is responsible to lead a discussion for 20 minutes. Be creative and try to use a different format than that of the previous groups. Group 1: Class 2 T heme: Understanding the Sociopolitical Context of Schooling Students: Group 2: Class 3 Theme: Defining Multicultural Education for School Reform Students: Group 3: Class 4 Theme: Racism, Discrimination, and Expectations of Students’ Ach ievement Students: Group 4: Class 5 Theme: Structural and Organizational Issues in Classrooms and Schools Students: Group 5: Class 6 Theme: Culture, Identity and Learning Students: Group 6: Class 7 Theme: Linguistic Diversity in U.S. Classrooms Students: Group 7: Class 8

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    xiv Theme: Understanding Student Learning and School Achievement Students: Group 8: Class 9 Theme: Learning from Students Students: Group 9: Class 10 Theme: Adapting the Curriculum for Multicultural Classrooms Students: Group 10: Class 11 Theme: Affirming Diversity: Implications for Teachers, Schools , Families , and Communities Students:

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    xv Introduction to Multicultural Education DATE TOPIC COURSE ASSIGNMENTS #1 Setting the Context Introduction & Syllabus Overview. Student definitions of Multicultural Education. Overview of Nieto and Bode’s definition. Begin Writing Your Education History. #2 Understanding the Sociopolitical Context of Schooling Ch. 1, Affirming Diversity (AD) Response Paper Due. #3 Defining Multicultural Education for School Reform Ch. 2, Affirming Diversity (AD) Report on Your Research Paper Topic. Response Paper Due. #4 Racism, Discrimination, and Expectations of Students’ Achievement Ch. 3, Affirming Diversity (AD) Response Paper Due. #5 Structural and Organizational Issues in Classrooms and Schools Ch. 4, Affirming Diversity (AD) Response Paper Due . #6 Culture, Identity and Learning Ch. 5, Affirming Diversity (AD) Family Education History Project Due. No Response Paper Due. #7 Linguistic Diversity in U.S. Classrooms Ch. 6, Affirming Diversity (AD) Response Paper Due. #8 Understanding Student Learning and School Achievement Ch. 7, Affirming Diversity (AD) Response Paper Due. #9 Learning from Students Ch. 8, Affirming Diversity (AD) Response Paper Due. #10 Adapting Curriculum for Multicultural Classrooms Ch. 9, Affirming Diversity (AD) Response Paper Due. #11 Affirming Diversity: Implications for Teachers, Schools, Families and Communities Affirming Diver sity (AD) Ch. 10 Response Paper Due. #12 Taking Stock of Our Learning Community Presentations Due #13 Taking Stock of Our Learning Course Evaluations PowerPoint Presentations Class Celebration

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    Chapter One: Understanding the Sociopolitical Context of Schooling CHAPTER OVERVIEW I. Assumptions Underlying This Text a. Identity, Difference, Power, and Privilege Are All Connected b. Multicultural Education Is Inclusive of Many Differences: Lenses of Race, Ethnicity, and Language c. Teachers Are Not the Villains d. Quality Public Education: A Cause Worth Fighting For II. Defining the Sociopolitical Context of Multicultural Education III. Task 1: Clarifying Three Goals and Four Key Terms of Multicultural Education a. Defining Key Terms in Multicultur al Education IV. Task 2: Dissolving Myths About Immigration and Difference V. Task 3: Naming the Underpinnings of Educational Structures a. School - Level Policies and Practices VI. Task 4: Studying the Demographic Mosaic U.S. Schools and Society VII. Task 5: Using Qualitative Research to Understand Students’ Sociopolitical Contexts a. Choosing Methodology: What Are Case Studies? b. Beyond Generalizations and Stereotypes c. Learning from the Case Studies and Snapshots VIII. Task 6: Examining Political Struggles - Multicultural Education, Back lash and Legislation a. The “Back to Basics” Argument b. Eroding the Traditional Educational Canon c. Political Struggles of Legislation and Policy IX. Conclusion Chapter One: Understanding the Sociopolitical Context of Multicultural Education sets the stage for Affir ming Diversity . Key terms, concepts, goals and assumptions of multicultural education through a sociopolitical lens are investigated, situated and defined. Nieto and Bode use demographics representing the mosaic of U.S. schools and society and illustrate t he change in population and the need for multicultural education for all children. They explore students’ lives in U.S. schools by explicitly looking at racial, ethnic, and linguistic diversity while avoiding generalizations and stereotypes. They describe the case study approach used throughout the book that repositions students’ voices in qualitative academic research. Nieto and Bode respond to critics of multicultural education and the practices and policies of federal and state standards, such as the rea uthorization of ESEA. They conclude the chapter with a multicultural perspective on the nature of schooling and the role of teachers.

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    2 PROBLEM POSING 1. Why aren’t the decisions made about education politically neutral? 2. What happens when education, multicultural education particularly, is divorced from policies and practices of schools and from the structures and ideologies of society? 3. Why is the idea of multicultural education problematic when it is disassociated from the live s of teachers, students , and communities – or is without a sociopolitical context? a. What do Nieto and Bode mean by the sociopolitical context of education? 4. What are the four major assumptions underlying the concepts in this book? (p.3) 5. What do Nieto and Bode mean when they write that “one’s identity frames (although it does not determine ) how one experiences the world” (p. 4) 6. Why does multicultural education assertively confront issues of power and privilege in society, as well as affirm issues of identity and difference? 7. Who is included in a comprehensive approach to multicultural education? 8. Why do Nieto and Bode use the lenses of race, ethnicity, and language to view and understand multicultural education? a. Why are discussing and facing racism challenging topics for some educators? 9. Describe Nieto and Bode’s perspective that teachers are not villains or completely responsible for students’ failure. 10. Although public education has never lived up to its potential, why is worth defending and fi ghting for? 11. Provide evidence from the text that suggests that U.S. society supports education. 12. What are the goals of multicultural education? 13. Explain the significance of tackling inequality and promoting access to an equal education. 14. Why is raising achieve ment of all students an essential goal of multicultural education? 15. What does it mean to provide apprenticeship as critical and productive members of a democratic society? 16. In terms of multicultural education, what is the difference between equality and equi ty? 17. Describe equity pedagogy. 18. Define social justice. 19. Why is social justice a key term in understanding a multicultural approach? What are the four components? 20. Why does “achievement gap” need defining through a multicultural approach?

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    3 a. What are some problems with the term “achievement gap”? b. Why are terms such as the resource gap, the opportunity gap, or the expectations gap used to describe student achievement? 21. Describe what Gloria Ladson - Billings has dubbed the “education debt” (p. 10). 22. Why should schools focus on the school - related factors of the achievement gap, rather than the sociocultural factors? 23. Explore and discuss the examples of school models and programs that are successful with students of color, students living in poverty, and students who live in difficult circumstances. 24. Discuss and debate whether rigorous curriculum is enough to create successful learning environments for students. 25. Identify and reflect on the three categories of “correlates of achievement” that Paul E. Barton and Richard J. Col ey’s synthesized from many research studies (p. 10). 26. What are David Berliner’s arguments about Out - of - School Factors (OSFs) and the effects of poverty on learning achievement? a. What are David Berliner’s eleven recommendations to address the impact of pover ty on schooling? (p.11) 27. According to Richard Rothstein what three approaches to closing the achievement gap must be pursued? 28. Define deficit theories and how they continue to influence educational policies and practices. a. What do Nieto and Bode suggest as a lternatives to deficit theories of students? 29. Site examples of U.S. contentions within the sociopolitical context. 30. Why is the history of racism, conquest and slavery, and force immigration rarely taught in U.S. schools, while conventional curriculum and ped agogy are based on the myth of a painless and smooth assimilation of immigrants? 31. What can teachers do to reflect on and experience the journey of immigration and colonization? a. How do larger society’s assumptions about people perpetuate structures in school s that reproduce those assumptions? What examples do Nieto and Bode use? (p. 14) 32. Looking at educational structures, and specifically on the ideology of racism, what does Beverly Tatum mean when she describes racism as “smog in the air” (p.15)? a. Provide exam ples of “smog in the air” based on school funding and biases based on human and social differences, such as race and social class. 33. Use examples of “English Only” policies and curriculum to answer: how does the sociopolitical context affect policies and pra ctices at the school level?

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    4 34. How are U.S. demographics changing (e.g. population, immigration, and language diversity) and how will this affect schooling in the 21 st Century? 35. In what three ways is the impact of the growing cultural, racial, national origin, and linguistic diversity clearly visible in our nation’s public schools? a. In spite of the growing cultural, racial, and linguistic diversity in U.S. schools, why is ethnic segregation on the rise? 36. How can teachers, regardless of their own identities and e xperiences, prepare to effectively teach students of all backgrounds? 37. What is a case study? a. What are the essential characteristics of a qualitative case study? b. What is the purpose of doing case studies for this text? c. How do case studies avoid generalizati ons? d. How do case studies challenge stereotypes? 38. What are three common strategies that try to destabilize multicultural education? (p. 21) 39. One criticism of multicultural education, in terms of “eroding the traditional educational canon,” is the “us vs. them” mentality. What is misleading about the separatist notion of pitting Europeans and European Americans against people of other backgrounds? (p. 22) 40. Why are opponents of multicultural education particularly nervous about curricular changes? a. Provide exa mples of opponents to multi cultural education through, see Texas Board of Education (p .22) 41. Why was the 2001 No Child Left Behind version of ESEA damaging to children? 42. Describe the “most recent iteration of ESEA is the Every Student Succeeds Act (ESSA), w hich was signed by President Obama in December 2015” (p. 23). 43. What analysis do Mintrop and Sunderman – of the Civil Rights Project – provide to show why the NCLB policy is failing? (p. 24) 44. How has the landscape of ESSA remained unchanged? What aspects of t he legislation differ? Why? (p. 24) 45. How are high standards and multicultural education complementary? 46. What did the Common Core international research analysis reveal about the United States? 47. Explore Diane Ravitch’s call for “a more critical analysis of th e scores from the Programme for International Student Assessment (PISA)” (p. 26) 48. “What are teachers to do?” (p. 27) Discuss teacher responsibilities through the lens of ESSA and Common Core. 49. According to Christine Sleeter and Judith Flores Carmona, wh at are the differences between a standards - driven and a standards - conscious curriculum?

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    5 50. Provide examples of inventive ways of using standards. REFLECTION JOURNALS 1. Critics of multicultural education suggest that it erodes the traditional educational ca nnon, particularly the view of U.S. history. Explore this counter argument: we need to acknowledge and understand the history of all groups in the United States as part of American history. a. In this reflection journal , watch the film Precious Knowledge . Eng age with the comments on “the canon”. Then explore the recent legislation that found Arizona’s ban racially discriminatory ( http://www.latimes.com/n ation/la - na - arizona - mexican - american - studies - 20170822 - story.html ) b. Also, take Harvard’s Implicit Association test on Native Americans ( https://implicit.harvard.edu/implicit/ ). Reflect on your reactions to the clip, your experience with the test, your potential biases, and your perspective/s on this controversy (remember to view all resources with a critical lens). 2. Reflect on Gary Orfield’s quote below. Think about the histo ry of segregation and desegregation in U.S. schooling and examine the current situation based on the information in the chapter. Since the Brown vs. Board of education, how far do you think we have come as a nation? “Desegregated schools … offer the single most powerful way to reach and prepare the coming generation, which will be the first to live in an America that is truly multiracial and has no racial majority group. It is imperative that we take feasible steps t o foster and sustain integration and to deal with the deeply rooted harms of segregation” (p.3) 3. In order to conduct a case study, you need to be aware of your own biases. Identify a person that you would like to interview. While thinking about this person , consider your potential biases about his/her class, ethnicity, race, gender, sexuality, language and religion, then reflect on the following questions: What biases do I bring to the interview? How does my identity influence my attitudes toward the interv iewee? How might my voice, inflection, facial gestures or posture affect the participant’s answers? How might I inadvertently be putting words into the informant’s mouth? How might I be manipulating her/his/their thoughts? WHOLE CLASS/GROUP WORK 1. Have st udents take the first 5 minutes of class and jot down questions they have about the sociopolitical context of multicultural education

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