education

I am an undergrad, and I was ready to compose a lament upon reading this work. I can't imagine why grad students would be exposed to this book, it's not very good. The authors are tackling a very real problem - given the pluralism prevalent in most public (and many private) classrooms, how does an educator go about maneuvring within that classroom to successfully engage and instruct all it's members?

Good question.

The book attempts to tackle the areas of class, race, gender, exceptionality, religion, language, and age; they want to illuminate the nature of these topics and explore the issues involved in approaching and including them in a multicultural classroom. Unfortunately, even though they divide the various demographics represented in our American pluralistic classrooms well, they rarely get into dealing with this problem very effectively.

The prolegomena they have (the first chapter) was supposed to explore what we mean by "culture". They co-opt Goodenough's definition, "a way of perceiving, believing, evaluating, and behaving," and that's, ironically, good enough as a starting point for trying to wrap your mind around these issues. Unfortunately, they immediately endorse a hyper-relativist perspective regarding the legitemacy of various ways of "perceiving, believing, evaluating, and behaving," which doesn't really set them up to grapple with this problem. Basically, they never provide a foundation of unity from which various groups can be included in a pluralistic classroom other than via their notion of democracy, defined through "cultural relativism", "social justice" and "equality". Though they try, there are no satisfactory explanations given to legitemate these ideas. They should have stuck to discussing how educators can effectively teach in classrooms where the students have a variety of worldviews/cultures than dabbling as amateurs in philosophy, anthropology, and politics. This book is, practically speaking, worthless.

Because their epistemological, anthropological and political assumptions color _everything_ that they say for the rest of the book, if you're not familiar with these areas, you'll never be able to meaningfully engage with this book, whether you agree or disagree. These assumptions of the authors guide the portraits they paint and evaluations they make of culture and the present pluralism, as well as informing their advice on how we ought to navigate a pluralist classroom as educators.

I suggest reading a bit in philosophy before trying to tackle this problem. Routledge has a great series to familiarize yourself with philosophical problems, I especially suggest their book on _Ethics_ by Harry Gensler. It is simply written, and very practical. That is a _perfect_ place to start figuring out how to deal with these practical (and partly theoretical) problems without introducing a "solution" that only brings more bad weather in the future.

I completely disagree with the previous reviewers who wrote negatively about this book. From the very first page of the introduction through the end of this text book, I was so impressed at the thoroughness in covering aspects of culture in America, especially that of students in today's school system.

A reviewer complained that it didn't give any solutions for solving problems in schools. First of all, this textbook presents the facts and information. A student is to take the problems that these students face and use them to find solutions. Sometiems the solutions are quite obvious. However, you must realize that giving people the solutions without explaining the reasons why first is quite dangerous and extremely ignorant. If solution book is what you are looking for, read C.M. Charles' "Building Classroom Discipline" (7th Edition).

But even that book doesn't over the diverse cultures that our schools contain today. The editors/authors of this book were very inclusive in writing compiling this textbook and I highly commend them and highly recommend them to you.

This book covers the different struggles that different groups encounter, their origins, the reasons why they have sustained or haven't and why it is important to acknowledge the multiculturalism in our schools. Whoever didn't "get" this book obviously didn't understand what the title meant. I question if those reviewers even read the book, much less the introduction to the text book.

Kudos to Donna Gollnick and Philip Chinn on the best text book I've ever perused!

Certainly, the assignment of this book in a graduate level course must be covered under the Geneva Convention. Not only is it poorly written, but it is intellectually shallow -- nothing but an assemblage of hackneyed cliches about how horrible the "dominant culture" in America is. I cannot believe that I have been assigned this trite tome as the sole text in a GRADUATE level course. What's even worse, it provides virtually no guidance for current or prospective educators about how to effectively teach a classroom full of students of disparate races, cultures, religions and socio-economic backgrounds. What a shame that is, since this is such a very real need in education today. Thank goodness this is only for a 4-week summer intersession. That this book is in its 5TH EDITION is simply beyond comprehension.