04101oam 2200553 450 991081837860332120190911103511.01-4522-8365-61-4522-6978-51-4833-8755-0(OCoLC)900086559(MiFhGG)GVRL8TPW(EXLCZ)99371000000033358720120319h20122012 uy 0engurun|---uuuuatxtccrCreating culturally considerate schools educating without bias /Kim L. Anderson, Bonnie M. DavisThousand Oaks, California :Corwin,[2012]�20121 online resource (xiii, 155 pages)Gale eBooksDescription based upon print version of record.1-4129-9624-4 Includes bibliographical references and index.Creating Culturally Considerate Schools-Front Cover; Creating Culturally Considerate Schools; Contents; Preface; Acknowledgments; About the Authors; PART I Culturally Considerate Schools; 1 Manner & Methods; What to Expect; Research; Narrative Text; Vignettes, Anecdotes, Classroom and Case Examples; Call to Action; 2 Model of Cultural Consideration and Equity Skill Building; 3 Practical Applications of the Model; Common Core State Standards; PART II Model Phases; 4 Self-Examination; Step One: Acknowledgment of Bias; Step Two: Assessment of Current Equity Skills; Resistance as Change AgentCultural Considerations for Self-Examination5 Reflection; Step Three: Acceptance of Limitations; Cultural Considerations for Reflection; 6 Integration; Step Four: Cognitive Restructuring; Social Perspective Taking (SPT); Step Five: Expanding Knowledge Base; Racial Identity Development; Intersectionality; Learning Theories and Multiple Intelligences; Cultural Considerations for Integration; 7 Actualization; Step Six: Skill Building; Cultural Considerations for Actualization; 8 Equity & Social Justice; Step Seven: Culturally Considerate Practice; Personal RightsGuidelines for Clear CommunicationConflict Resolution and Problem Solving; Step Eight: Reparation; Cultural Considerations for Equity and Social Justice; PART III Educating Without Bias; 9 Portraits of Culturally Considerate Educators; 10 Landscape of a Culturally Considerate School; PART IV Appendices & Tools; Worksheets; Inward Bound; Sunrise Pages; Daily Intention; Food Plan; Movement; Affirmations; Twilight Pages; Gifts of Gratitude; Centering Before Bedtime; Connecting with Family and Friends; Education, Vocation, Avocation; Creation; Nurture Something; RecreationHelping Others, Giving BackSpiritual Practice; Connecting with Nature; Personal Rights; Cultural Self-Awareness Matrix; Feelings/Emotions; Rules of Engagement; Guidelines for Clear Communication; Conflict Resolution; Problem Solving Steps; Resources; References; IndexThis unique collaboration between a veteran educator and a psychotherapist shows that the educators who are most effective in teaching diverse student populations are the ones who can 'see students clearly and respond to their needs without hesitation or bias'. Framed around an original, eight-stage model of diversity development, this book provides readers with essential tools for building a sturdy foundation of mutual respect upon which schools without bias can be constructed.Multicultural educationUnited StatesMinoritiesEducationUnited StatesSchool environmentUnited StatesCultural pluralismUnited StatesMulticultural educationMinoritiesEducationSchool environmentCultural pluralism370.1170973Anderson Kim L.1643603Davis Bonnie M.MiFhGGMiFhGGBOOK9910818378603321Creating culturally considerate schools3988941UNINA