Summary
Contents
Subject index
“This well crafted, highly informative, and easy-to-read book is a must for teachers who are trying to find constructive and nonthreatening ways to engage with ethnic, racial, and cultural diversity. The author's approach to the topic is encouraging and enlightening.”
—Geneva Gay, Professor of Education University of Washington
“Gallavan effectively guides teachers through learning each child's story, providing meaningful connections, and collectively sharing the responsibility for all students' learning.”
—Linda D. Jungwirth, President, Convening Conversations, Inc. Pepperdine University, CA
Chart your course with the Gallavan cultural competence compass
All children have one important thing in common—the need to be treated with dignity, respect, and care. Navigating Cultural Competence in Grades 6–12 shows teachers and administrators how to ensure that the cultures of all peoples are considered and valued. The author provides an eight-point cultural compass to guide you in crafting a respectful and inclusive curriculum. Each chapter includes frequently asked questions, specific strategies, and activities that help you:
Broaden your knowledge about cultural diversity; Become comfortable discussing culture; Increase confidence in your teaching; Create a welcoming school environment.
It is vital for you to infuse cultural competence into your instruction, build bridges between students in the classroom, and strive to connect students' home and school lives. This book provides valuable tools for ensuring that all students feel accepted and engaged.
SE: Seek and Engage in Collaboration and Construction
SE: Seek and Engage in Collaboration and Construction
The responsibilities of teaching, learning, and schooling involve many different people. Although teachers may feel like they operate in isolation, no teacher acts alone. Teaching is based on the successes documented by past and present teachers and their effective strategies; likewise, learning is grounded on past and continuous theory and research. Teaching does not occur without learners, and learning does not occur without teachers. Both teaching and learning occur in the context of schooling. All three aspects should function optimally, and, most important, the teacher should not be the one doing all the work.
Therefore, you are strongly encouraged to seek and engage in collaborative exchanges with the multitude of individuals ...
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