Culture Across The Curriculum

Provides background content and teaching ideas to support the integration of culture in a wide range of psychology courses.

How do we educate our students about cultural diversity and cultural differences, and eliminate cultural ignorance, stereotyping, and prejudice? What are the conceptual issues involved in reaching this goal? How can we integrate these perspectives in disciplinary and diversity courses, and the curriculum?This book is a resource for answering these questions. Within the framework of current scholarship and discussion of essential concepts, it offers practical techniques, and empirically proven “best practices” for teaching about diversity. The book opens with a conceptual framework, covering such issues as distinguishing teaching to a diverse audience from teaching about diversity and contrasting the incorporation of culture across the curriculum with tokenistic approaches. Subsequent chapters identify classroom practices that can optimize students’ learning, especially those from culturally diverse backgrounds; describe feminist principles of education that that promote learning for all students; and address principles of effective on-line instruction for diverse populations.The book is intended for faculty integrating diversity into existing courses, and for anyone creating courses on diversity. The ideas and suggestions in the text can be incorporated into any class that includes a discussion of diversity issues or has a diverse student enrollment. The contributors offer pragmatic and tested ways of overcoming student misconceptions and resistance, and for managing emotional responses that can be aroused by the discussion of diversity. The editors aim to stimulate readers’ thinking and inspire fresh ideas. The book further provides teachers of diversity with a range of effective exercises, and attends to such issues as teacher stress and burnout.This book can also serve to inform and guide department chairs and other administrators in the design and implementation of diversity initiatives.

This book analyzes equity and diversity in schools and teacher education. Within this broad and necessary context, the book raises some critical issues not previously explored in many multicultural and urban education texts.

This book maps and discusses the increasing internationalisation of teaching and learning at universities around the world. This phenomenon brings both opportunities and challenges, introducing what can be radically different teaching, learning and assessment contexts.

It is often argued that education is concerned with the transmission of middle-class values and that this explains the relative educational failure of the working class. Consequently, distinctive culture needs a different kind of education. This volume examines this claim and the wider question of culture in British society. It analyses cultural differences from a social historical viewpoint and considers the views of those applying the sociology of knowledge to educational problems. The author recognizes the pervasive sub-cultural differences in British society but maintains that education should ideally transmit knowledge which is relatively class-free. Curriculum is defined as a selection from the culture of a society and this selection should be appropriate for all children. The proposed solution is a common culture curriculum and the author discusses three schools which are attempting to put the theory of such curriculum into practice. This study is an incisive analysis of the relationships between class, education and culture and also a clear exposition of the issues and pressures in developing a common culture curriculum.

This txtbk presents the concept of curriculum as culture-a system of implicit & explicit beliefs, values, behaviors, & customs in classrooms & schools. Goal is to foster awareness, examination, & deliberation about the curricula planned for & carried out

Educators have long been pursuing and applying ways that play can be a context and even a medium for teaching and learning. Volume 15 of Play & Culture Studies focuses on the special topic on Play and Curriculum, a long waited topic to many educators and researchers in the field of play and education. This volume includes chapters reporting recent studies and practical ideas examining the relations between the play and curriculum from early education to higher education. The volume has 3 sections with the 9 chapters grouped to represent various voices on play and curriculum: in Culture, in STEM, in Higher Education. The uniqueness of this book is represented by its breadths and depths of diversity from investigating play and curriculum in an indigenous group in Columbia to play in a New York City Public school and from play and curriculum in a Family Child Care context to the uses of play with college students.

Culture across the Curriculum provides a useful handbook for psychology teachers in the major subfields of the discipline. From introductory psychology to the foundations in such areas as social psychology, statistics, research methods, memory, cognition, personality, and development, to such specialized courses as language, sexual minorities, and peace psychology, there is something here for virtually every teacher of psychology. In addition to discussions of the rationale for inclusion of cultural context in their areas of specialization, these experienced teachers also offer advice and ideas for teaching exercises and activities to support the teaching of a psychology of all people.