Banks, James A. & Cherry A. McGee (eds.).
Issues and Perspectives
. Boston: Allyn and Bacon, 1997. Reflecting current research, concepts and debates on the subject of multicultural education, this book begins by defining the major concepts and issues in the field and goes on to discuss the effects of social class and religion on student behavior, beliefs and achievement. Articles are then presented on the ways schools perpetuate gender discrimination and on strategies to help educators create equal educational opportunities for students in the areas of gender, race, ethnicity, language and exceptionality. This book ends with an exploration of ways to implement school reform within a multicultural framework.
Banks, James A.
Theory and Practice
. Boston: Allyn and Bacon, 1994. This book begins with a discussion of the dimensions, history and goals of multicultural education and goes on to explore the conceptual and philosophical issues related to education, cultural diversity and ethnicity. Effective teaching strategies in this field are then described. The book concludes with a look at curriculum, examining past efforts of reform and suggesting future directions and goals of a effective multicultural curriculum.
Mathematics Their Way
. Menlo Park, California: Addison-Wesley Publishing Company, 1976. An invaluable resource for teachers who want to implement effective mathematical activities in their classrooms. A wealth of activities that help children see relationships and interconnections in mathematics is provided.
Brill, Patricia (ed.).
Beyond The Book
Activities and Projects from Classrooms like Yours
. Menlo Park, California: Addison Wesley Longman, Inc., 1997. This book is filled with successful math activities and projects tried in real classrooms and inspired by the book,
Mathematics Their Way
. Each activity is described in words and shown in photographs.
Canter, Lee and Katia Petersen.
Teaching Students to Get Along
. Santa Monica, California: Lee Canter & Associates, 1995. Offers teachers a wealth of effective strategies to teach students to resolve conflicts and treat each other with respect.
Multicultural Resources for Young Children
. Menlo Park, California: Addison-Wesley Publishing Company, 1991. Various cultures are explored (in terms of their music, art, food, dress) under the common themes of harvest, masquerade, festivals of light, new year, and spring. This book is designed especially for the elementary school teacher.
Derman-Sparks, Louise and the ABC Task Force.
Tools for Empowering Young Children
. Washington, D.C.: National Association for the Education of Young Children, 1989. Defines and describes an anti-bias curriculum for young children which can enable them to develop an anti-bias identity and attitudes, learn to think critically and speak up when an injustice in being done. Based on the premise that differences are good, this book offers the teacher developmental information about children and supplements suggested activities so that the teacher can understand the why as well as the what and how of given activities.
Eyre, Linda and Richard.
Teaching Your Children Values
. New York: Simon & Shuster, 1993. This is a book designed to help parents to clarify their own value system and select basic values to teach their children. It focuses on twelve values (including tolerance) and suggests useful methods and activities for adults to use.
Gust, John and J. Meghan McChesney.
Multicultural Thematic Units
. Carthage, Illinois: Teaching and Learning Company, 1995. This book offers the teacher a collection of interdisciplinary activities to use in their classrooms, covering such multicultural themes as accepting disability, reducing prejudice, acknowledging women, understanding the story of immigration and taking civic action.
Hayden, Carla D. (ed.).
Venture Into Cultures
A Resource Book of Multicultural Materials and Programs
. Chicago and London: American Library Association, 1992. This book is an invaluable resource giving information (bibliographies for adults and children) on seven different cultural groups and suggesting programming ideas (arts and crafts, games, storytelling) relevant to the study of each group. It concludes with a list of organizations to write to further supplement your endeavors.
Hollenbeck, Kathleen M.
Exploring Our World
Neighborhoods and Communities
. New York: Scholastic, Inc., 1997. Geared especially to the primary-aged student, this resource book provides the teacher with quality literature-based, interdisciplinary activities about our communities and the people and places that make them up.
Johnson, Terry D. and Daphne R. Louis.
Literacy Through Literature
. Portsmouth, New Hampshire: Heinemann, 1987. An excellent source of activities to use with children’s literature that help develop comprehension and appreciation. The students will find these activities fun and challenging to do.
Mattenson, Pearl T.
A World of Difference Institute Elementary Study Guide
An Anti-prejudice and Diversity Awareness Program for Educators and Families
. New York: Anti-Defamation League, 1994. A great resource of lessons for teachers to use in their classrooms covering such themes as valuing oneself as individuals and members of different groups, identifying human similarities and differences, examining cultural diversity, understanding the nature of stereotyping, prejudice and discrimination, and developing strategies to combat prejudice and discrimination.
More Effective Communication Among Parents, Students and Teachers
. Carthage, Illinois: Good Apple, Inc., 1988. This book offers over forty activities that can help improve communication among students, and between students and teachers and students and their parents. Includes a section on helping students develop clear statements that best communicate feelings and lead to problem solving and discussions.
Against Borders: Promoting Books for a Multicultural World
. Chicago and London: American Library Association, 1993. This ALA Books & Booklist publication helps students (grades 6-12) and teachers choose books promoting diverse cultural backgrounds, including both fiction and nonfiction and Rochman’s “booktalks.”