Description: 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 Nati

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