Kottler, Jeffrey A.
Thousand Oaks, Calif. : Corwin Press, c1997.
Added to CLICnet on 06/05/2014

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Notes:

• Includes bibliographical references (p. 179-186).
• pt. I. Conceptual provocations — 1. Your culture is showing — What is culture? — Cultural adaptability — Giving lip service to what is politically correct — Revealing yourself — Origins of cultural identity — Cultural values — Culture as individuality — 2. Climate of political correctness — One slip and you are under arrest! — That the poor and weak shall wither — Tribal wars — Politics of victimization — Some questionable assumptions — More alike than different — Scapegoats — Reversing 100,000 years of history — 3. Just how different are we, anyway? — Disorientation facing different cultures — Entrenched positions and changing cultural values — Cultures of teachers, students, and schools — Teacher subcultures — Multiple cultures that interact –Confronting biases and prejudices — 4. Some cultural misunderstandings — It always worked before — Neglect or overreaction? — Your role in the conflict — A clash of cultures — 5. Beauty and grace in school rituals / Richard Powell, Jeffrey A. Kottler — Structure of rituals — Then and now — Industrialization of school rituals — Becoming ritualized — Toward a new social imagination for schooling — Accommodating student rituals –
• Bridge — 6. Teaching as if you were an anthropologist — The culture of an anthropologist — Alternative teacher roles — What it means to be an anthropologist — Traveling like an anthropologist — Get out and walk — Cultural lessons for the teacher — Within the borders of your community –
• pt. II. Purposeful actions — 7. Being and doing things differently in the classroom / Jeffrey A. Kottler, Ellen Kottler — Being rather than doing — Work within the student’s culture — Learning the rules within student cultures — Making learning culturally relevant — Some things you can do — 8. Narrative approaches to culture and learning / Gerald Monk, Jeffrey A. Kottler — Narrative approach — Brief review of constructivist theory — Differences in adult and child knowledge — Application of narrative approaches in the classroom — Jeremy’s story — The dominant story — Using externalizations in narrative questioning — Relative influence questions — Assembling the alternative story — Narrative teaching and cultural sensitivity — 9. Internationalizing the classroom / Elaine Jarchow, Jeffrey A. Kottler — Why internationalize the classroom? — When teachers model an international perspective — Making learning last — Activities for the elementary school classroom — Activities for the junior or senior high school — Additional resources — 10. What matters most — Not feeling welcome — Those who are misunderstood — When teachers have trouble — So, what matters most?
• What’s Really Said in the Teachers’ Lounge helps you explore how cultural beliefs and biases – yours and those of your students and colleagues – affect growth and learning. It offers ways for you to develop greater cultural awareness and become more responsive to the needs of diverse children. According to the author, multiculturalism has become so politically correct that true feelings and honest opinions are reserved for the teachers’ lounge. The author analyzes this climate of political correctness in which caution, instead of real sensitivity to diversity, is often the norm. Through exploration of your own attitudes and cultural makeup, you will learn how to better respond to others. Make your classroom more vibrant and culturally responsive.
• What’s Really Said in the Teachers’ Lounge is sure to spark stimulating dialogue among educators, particularly in teacher education courses, inservice training sessions, and discussion groups.

Subjects:

• Educational anthropology — United States.
• Multicultural education — United States.
• Teachers — United States — Social conditions.
• Classroom environment — United States.

Requested by Simmons, J