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Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender and Disability 3rd Edition

by Carl A. Grant (Author), Christine E. Sleeter (Author)
3.8 3.8 out of 5 stars 3 ratings
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Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender and Disability
Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender and Disability
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This is a very applied companion text to Making Choices for Multicultural Education by Sleeter & Grant. It is based on the five major approaches to multicultural education; especially on the Social Reconstructionist approach advocated in Making Choices for Multicultural Education. This text educates readers on how to take existing lesson plans and re-work them to become multicultural. A discussion explaining why the changes were made follows each lesson plan.
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  1. ISBN-10
    0471391433
  2. ISBN-13
    978-0471391432
  3. Edition
    3rd
  4. Publisher
    Wiley
  5. Publication date
    October 9, 2002
  6. Language
    English
  7. Dimensions
    7.5 x 0.59 x 9.49 inches
  8. Print length
    400 pages
  9. See all details
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Product details

  • Publisher ‏ : ‎ Wiley; 3rd edition (October 9, 2002)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 400 pages
  • ISBN-10 ‏ : ‎ 0471391433
  • ISBN-13 ‏ : ‎ 978-0471391432
  • Item Weight ‏ : ‎ 1.38 pounds
  • Dimensions ‏ : ‎ 7.5 x 0.59 x 9.49 inches
  • Customer Reviews:
    3.8 3.8 out of 5 stars 3 ratings

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Carl A. Grant

Carl A. Grant

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Customer reviews

3.8 out of 5 stars
3 global ratings

Top reviews from the United States

Geo
5.0 out of 5 stars excellent
Reviewed in the United States on May 23, 2012
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turning on learning is a book that I am now using for one of my education classes at csula on multi-cultural education. I don't have any complains as of yet.
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Gilbert Morales
1.0 out of 5 stars Americanism not "Muticulturism"
Reviewed in the United States on May 17, 2002
This book is just more left wing liberal "multicultural" propaganda designed to infest Americans at a young age. Once I picked up this book I couldn't wait to put it down. Celebrate diversity? Celebrate personality! Celebrate character! Who cares what race a person is...Children should be given an education to read, write and manipulate numbers not waste their time celebrating "diversity". If you adults cannot tell and appreciate the differences of the next person that crosses your path that's your indifference. Let today's youth enjoy eachother for what they all are...children.
3 people found this helpful
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TDias
4.0 out of 5 stars Excellent Guide for the Culturally responsive Teacher
Reviewed in the United States on December 3, 2001
Carl Grant and Christine Sleeter contribute to the scholarship of culturally responsive teaching in the writing of this book. A revision of their original work covering race, class and gender, Turning On Learning gives useful advice to teachers seeking to create a more inclusive classroom. The authors have centered the book on the task of developing cultural competency in teachers -- a vital component for any educator seeking to approach instruction in a manner that attempts to include all learners. The authors give guidelines on ways inclusivity can be accomplished, as well as techniques in writing lesson plans that focus on reconstructionism (or "telling the story" from a multitude of perspectives, rather than the more traditional one-sided view). The book even includes a cultural literacy test that readers will find quite interesting!
I rate this book highly because as a trainer in culturally responsive teaching, it has been very useful in bridging the gaps of understanding for teachers across various disciplines. The authors use lesson plans from social studies, math, science, language arts, art and a few other areas to paint the picture that inclusivity is really more of a function of the teacher's understanding of his or her students than it is a matter of trying to simply treat all students the same. Differences are acknowledged and celebrated.
My single point of contention with this book occurs early in the first chapter. The authors define "culturally different" as a student characteristic; a student is culturally different when his or her culture differs from that of the teacher. To me, this teacher-centered view is a bit of a throwback to essentialism; being more of a progressivist, I tend to believe that cultural difference exists when more than one cultural perspective is present in the classroom. In other words, I believe that teachers can be culturally different, too. And in my experience dealing with urban schools, it is much more often the case that it is the teacher who represents the significant cultural difference. On this point, I think that the student-centered approach is more appropriate. In all, if you want good information about revising lesson plans, or creating instructional plans that reflect the diversity present in your classroom, school and community -- this book is an excellent buy!
5 people found this helpful
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