The Intersection of Cultures: Multicultural Education in the United States and the Global Economy

Designed to be used in any course devoted wholly or partly to the study of multicultural education in the United States, this text provides a unique theme (intersecting cultures) from which to look at multicultural education issues. Its ongoing use of a few organizing concepts permits in-depth analysis for social foundations and multicultural education courses. The book provides a comprehensive study of the intersections of the dominant U.S. culture, the culture of economic opportunity, dominated cultures, immigrant cultures, school culture, racism, sexism, social class, multicultural curricula, and instructional methods in the United States and the global economy. Spring’s study of cultures is filled with rich examples of the lives of the many cultural groups living in the United States. The author uses a problem-posing style that helps students think critically about issues of multiculturalism. Each chapter ends with a section on personal reflections, which is designed to help students relate multiculturalism to their own lives. The third edition contains a wealth of new topics designed to make the revision a comprehensive survey of multiculturalism and of proposed solutions to issues surrounding multicultural education in the United States.

Table of Contents:
PART I: MULTICULTURALISMChapter 1: What Is the Dominant Culture of the United States?Emotion, Multiculturalism, and ConsumerismCultural Freedom and American CharacterMulticulturalism and American CultureMulticultural Education and American CultureIn Search of American CultureDifferent Ways of Defining U.S. CultureAmerican Culture and the Culture of Economic SuccessThe Culture of Success for Jews, Women, Asians, Latinos/Latinas, Lesbians/Gays, and Low-Income WhitesEconomic Success versus Cultural DiversityE.D. Hirsch and Cultural LiteracyThe Dominant Culture as White Anglo-Saxon ValuesShould We Teach the Values of the Dominant Culture?A Lesson on Cultural Differences: Native American and English CulturesConclusion: American Culture and Multicultural EducationPersonal Frames of ReferenceChapter 2: Dominated CulturesCultural Domination and Voluntary ImmigrationThe Intersection of African and European American CulturesEthnocentric Education: Dominated CulturesDebating Education Based on Dominated CulturesTeaching Hawaiian Culture: Alternative or Transition to Economic SuccessIs "White Trash" a Dominated Culture?Empowerment through Multicultural EducationEducating for Cultural PowerConclusionPersonal Frames of ReferenceChapter 3: Immigrant CulturesSummer Camps for Cultural SurvivalShooting at a Convenience StoreRebellion and School UniformsMuslim Schools: Finding a Safe HavenWearing Your Knicks Jacket at the ZocaloTransnationalism: The Multicultural ImmigrantVarieties of Educational ExperienceConclusion: Knowing Immigrant CulturesPersonal Frames of ReferenceChapter 4: Multiculturalism in the Global EconomySingaporeThe European Union: The World's Most Ambitious Multicultural Education ProgramEnglish Language Imperialism?Conclusion: The Right to Language and Culture in the Global EconomyPersonal Frames of ReferencePART II: CULTURAL FRAMES OF REFERENCEChapter 5: Cultural Frames of Reference: Monoculturalism, Biculturalism, and Ethnic IdentityIdentityMonoculturalism and BiculturalismDevelopment of Ethnic IdentityConclusion: Ethnic Identity, Biculturalism, and MonoculturalismPersonal Frames of ReferenceChapter 6: Cultural Frames of Reference: History, Gender, and Social ClassOfficial History and Folk HistoryOfficial HistoryFolk HistoryGenderSocial ClassConclusionPersonal Frames of ReferenceChapter 7: The Intersection of School Culture with Dominated and Immigrant CulturesInequality in SchoolingResistance: The Intersection of School and Dominated CulturesResistance: Native AmericansLatinos/Latinas: The Intersection of School, Dominated, and Immigrant CulturesAsians: Comparing Dominated and Immigrant CulturesAlienation: The Intersection of School and Family ValuesCultural ConflictsConclusionPersonal Frames of ReferencePART III: PERSPECTIVES ON TEACHING MULTICULTURAL EDUCATIONChapter 8: Teaching About RacismThe Concept of RaceRacismTeaching about White GuiltAn Antibias CurriculumThe Teaching Tolerance ProjectLa Escuela FratneyRacism and Mathematics InstructionConclusion: Racism and the Global MarketPersonal Frames of ReferenceChapter 9: Teaching About SexismRepublican MotherhoodThe Glass Ceiling of the ClassroomSingle-Sex Schools and ClassroomsConsciousness-Raising According to the Methods of Paulo FreireConclusionPersonal Frames of ReferenceChapter 10: Teaching and Language DiversityLanguage, Culture, and PowerCross-Cultural CommunicationsCommunicating between Japan and the United StatesLanguage and Culture in the United StatesBilingual EducationResearch and Corporate Support for Bilingual EducationProblems in Bilingual Education ProgramsLanguage Issues among Asian AmericansThe Language of CooperationConclusion: The Multicultural and Language DebatePersonal Frames of ReferenceChapter 11: Teaching EthnocentrismModels of Indigenous Education: Educating for the Child, Family, and CommunityChild Centered (Maori)Holistic Education (Okanagan)Three Baskets of Knowledge (Maori)Stimulating and Language-Based Education (Native American)Linking Native People to the Spirituality of All Life (Cochiti Pueblo)Asante: Classical AfricaAfrocentric PedagogyThe Question of KemetThe Contribution of Egypt to the Development of Science and MathematicsHolistic LearningPersonal WitnessingThe Conspiracy to Destroy Black BoysLessons from History: A Celebration of BlacknessThe Rites of Passage ProgramWhat Every Child Needs to KnowTeaching Core KnowledgeConclusionPersonal Frames of ReferenceChapter 12: Conclusion: Cultural Tolerance, Social Empowerment, and the Intersection of Cultures in the Global Workforce and ClassroomCultures in the Global Workforce and ClassroomNationalism, Internationalism, and Social EmpowermentCultural Tolerance and PeaceMulticultural Education for Social Empowerment and Social ReconstructionMulticulturalism and the Global WorkforceConclusion: The Intersection of Cultures in the ClassroomPersonal Frames of ReferenceIndex

About the Author :
Joel Spring received his Ph.D. in educational policy studies from the University of Wisconsin. He is currently a Professor at Queens College and the Graduate Center of the City University of New York. His great-great-grandfather was the first Principal Chief of the Choctaw Nation in Indian Territory and his grandfather, Joel S. Spring, was a local district chief at the time Indian Territory became Oklahoma. He currently teaches at Queens College of the City University of New York. His major research interests are history of education, multicultural education, Native American culture, the politics of education, global education, and human rights education. He is the author of over twenty books and the most recent are How Educational Ideologies are Shaping Global Society; Education and the Rise of the Global Economy; The Universal Right to Education: Justification, Definition, and Guidelines; Globalization and Educational Rights; and Educating the Consumer Citizen: A History of the Marriage of Schools, Advertising, and Media.