ERIC Number: ED534289
Record Type: Non-Journal
Publication Date: 2012-Jul
Abstractor: As Provided
Reference Count: 0
Creating Culturally Considerate Schools: Educating without Bias
Anderson, Kim L.; Davis, Bonnie M.
This 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. Included are specific strategies for creating a school environment that: (1) Gives voice and consideration to all students; (2) Shows interest, empathy, and respect for all staff members; (3) Advocates respect and reverence of individuality; and (4) Adapts innovative policies--despite resistance--that best serve the total school community. In addition to vignettes, anecdotes, and case examples, the authors provide worksheets for problem-solving, conflict resolution, clear communication, rules of engagement, reflection, and scenario study. This book will help educators boost student achievement by giving them how-to strategies that work across content areas to create a culturally considerate classroom and school climate that supports student success and reinforces the strength of individual teachers, administrators, and auxiliary personnel.
Descriptors: Educational Environment, Conflict Resolution, Empathy, Cultural Relevance, Cultural Pluralism, Student Diversity, Culturally Relevant Education, Student Participation, Interpersonal Relationship, Advocacy, Individual Characteristics, School Policy, Vignettes, Case Studies, Worksheets, Problem Solving, Reflection, Skill Development, Equal Education, Social Justice
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Publication Type: Books; Guides - Non-Classroom
Education Level: Elementary Secondary Education
Authoring Institution: N/A