Multicultural Curriculum Transformation in Social Studies and Civic Education: (Foundations of Multicultural Education)

Table of Contents:
Preface Introduction Kenneth J. Fasching-Varner, Kerri J. Tobin, Norma A. Marrun, Iesha Jackson, & Christine Clark Part I: Social Studies and Civic Education in Elementary Education Chapter 1: Whose Stories Do We Tell?: Resources for Critical Histories in Elementary Social Studies Curriculum Laura A. Navarro Edwards and Gülsüm Gürbüz-Küçüksari Chapter 2: Transformational Learning Through Read-Alouds: Bringing Multicultural Perspectives to Elementary Social Studies Jacquelyn M. Urbani, Candace Monroe-Speed, and Bhavya Doshi Chapter 3: When Good Isn't Good Enough: Using Multicultural Picture Books to Address Views on Poverty Kathy Brashears Chapter 4: Creating Classism-Conscious Classrooms Kristen Pennycuff Trent Part II: Social Studies and Civic Education in Middle and Middle-to-Secondary Education Chapter 5: Seeing Truth, Banishing Lies: Re-Seeing the “Indigenous Peoples” Unit in Middle Elementary School Social Studies Debi Khasnabis, Simona Goldin, Mary Bassett, Jeannie Crayne, and Salli A. Kro

About the Author :
Christine Clark is professor, senior scholar, and founding vice president of the University of Nevada, Las Vegas. Kenneth J. Fasching-Varner is associate professor of literacy education at the University of Nevada, Las Vegas. Iesha Jackson is assistant professor of teacher education at the University of Nevada, Las Vegas. Norma A. Marrun is assistant professor and co-coordinator of the cultural studies, international education, and multicultural education (CSIEME) program at the University of Nevada, Las Vegas. Kerri J. Tobin is associate professor at the school of education at Louisiana State University.

Review :
Curriculum transformation is essential for all students, but especially for minoritized students who rarely see themselves affirmed in what is taught. The co-editors have compiled an important and impressive volume of timely chapters that contain high-quality culturally responsive material to guide educators, especially social studies and civic education teachers, in PK-12 settings. As both a Black mother of a school-aged child and a teacher educator, I am excited about the work captured in Multicultural Curriculum Transformation in Social Studies and Civic Education. I have heard too many times that teaching for equity and historical accuracy works only in theory and is too difficult to accomplish in ‘real’ classrooms. This volume decimates that tired argument by sharing content area practices accessible to every level of teaching expertise and still honoring our diverse student populations’ cultural and linguistic differences. The co-editors have assembled a collection of timely and important provocations designed to work with teacher educators as they attempt to navigate the ever-changing policy terrain of PK-12 social studies and civic education. They offer curriculum developers and teacher education considerations about how to incorporate multicultural education into the curriculum in such impactful ways that one would be hard-pressed to find a more vital book to read as we continue to trudge our way to a more perfect union in very trying times. Social studies, civic education, Ethnic Studies, and multicultural education have, until recently, been the forgotten core of education in the United States and this book reminds us of their fundamental value in a perilous and fragile democracy.