Diversity and Equity in The Classroom Print Replica Ebook PDF

Diversity and Equity in the Classroom
[Print Replica] (Ebook PDF)

Visit to download the full and correct content document:
https://ebookmass.com/product/diversity-and-equity-in-the-classroom-print-replica-eb
ook-pdf/
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Contents
Chapter 1 Multicultural Education: A Foundation

for Schools 1
Overview of Race, Ethnicity, and Cultural Diversity 2
Historical and Social Context 3
Demographics: Diversity in the United States 4
Racial Diversity in U.S. Schools 4
Class and Income Inequality 5
Sexual Orientation 6
Sexual Abuse and Violence 7
Multicultural Education 7
Roots of Multicultural Education: Intercultural Education,
Intergroup Education, the Civil Rights Movement, and
Cultural Pluralism 8
Intercultural Education: Assimilation or Acculturation? 8
Intergroup Education 10
The Civil Rights Movement 11
Cultural Pluralism 12
Multiculturalism 12
T KE A STAND: RACHEL DAVIS DUBOIS: PASSIONATE ADVOCATE
TA
FOR INTERCULTURA
L
LTURA L EDUCATION 14
Misconceptions about Multicultural Education 14

Multicultural Education Defined 15
Relationship-Centered and Culture-Centered Framework 16
Goals of Multicultural Education 16
Goals and Challenging the Lack of Diverse Viewpoints 17
Perspectives: Cultural Deficit, Cultural Asset-Based, Cultural
Different, and Cultural Congruent 18
vii
viii Contents
CHECKLIST: LEARNING ABOUT MY STUDENTS 19

LEAR
Intersectionality and Cultural Diversity 20

CASE STUDY: A NEW TEACHER’S FIRST YEAR 21
Culturally Relevant Education 22

Models and Theories 22
Your Educational Philosophy 22
Five Dimensions of Multicultural Education: A Model 23
Ethic of Care, Sociocultural Theory of Learning, and
Education for Democracy: Connecting Three Theories 24
CASE STUDY: A STORY TO LIVE BY: TEACHING THROUGH ORAL
TRADITION 32
CHECKLIST: MY EDUCATIONAL PHILOSOPHY 36
T KE A STAND:
TA BULLYI
LL NG AT SCHOOL
LLYI 36
Summary 37
Check Your Cultural Knowledge: Reflective Essay Question 38
Application: Know and Go Tools in the Classroom 38
Chapter 2 The Power of Culture 39

Overview 40
Culture Is All Around 40
Explicit Elements of Culture 41
Implicit Elements of Culture 42
Comparing Culture and Ethnicity 43
CHECKLIST: HOW DOES CULTURE
L
LTURE INFLUENCE MY VIEWS? 43
Culture Defined 45
Three Levels of Culture 45
Mainstream Culture 47
U.S. Landmarks: Level 1 of Culture 49
United States Interactional Patterns: Level 2 of Culture 49
CASE STUDY: CULTURA
L
LTURAL SOLUTIONS TO HEALTH
L :
LTH
BREAD AND TORTILLAS 50
Contents ix
Capitalism and Individualism: Level 3 of Culture 51

Transmission of Culture 55
Children Learn Culture from Society 55
MY JOURNAL: WHICH CULTURA
L
LTURAL GROUPS DO YOU IDENTIFY WITH? 56
Children Learn Culture at Home 57

CASE STUDY: CONTRASTING CULTURE
L
LTURE LEARNING:
BLACK AND WHITE FAMILIES 58
Institutional Racism 58
Individual Cultural Identity 61
Stereotyped Cultural Identities 62
Subcultures and Intersectionality 62
TEACHING TIPS: FIVE WAYS TO BE A CULTURA
L
LTURA L MEDIATOR 64
Culturally Relevant Education 64

The Puente Project: An Example of Culturally Relevant
Education 65
T KE A STAND:
TA ARE SCHOOLS CULTURA
L
LTURA LL NEUTRAL?
LLY 66
Harlem Children’s Zone: Changing the Odds 66

The Lemon Grove Academy: Comprehensive Wellness 67
The Challenge of Being an Effective Teacher and Cultural
Mediator 69
Summary 71
Application: Know & Go Tools in the Classroom 72
Chapter 3 Culturally Relevant Teaching 73

Introduction: Culturally Relevant Teaching 74
Teachers and Student Cultures 74
Culturally Relevant Teaching: Sociocultural Theoretical
Foundation 75
Cultural Models 77
The Cultural Modeling Project 79
Culturally Relevant Teaching Defined 80
x Contents
Creating Culturally Relevant Lessons 81

Culturally Relevant Principles and Practices 83
Culture Shapes How People Learn 83
Culturally Relevant Programs 86
Funds of Knowledge: Teaching the Whole Student 86
MY JOURNAL: HOW WILL I INTEGRATE CULTURA
L
LTURA LL RELEVANT
LLY
TEACHING? 90
The Algebra Project: Keeping Math Real 91

Common Themes in Culturally Relevant Programs 92
CASE STUDY: ORGANIC READING AND WRITING:
MAKING READING MEANINGFUL 93
Integrating Culturally Relevant Teaching into Curriculum

and Instruction 94
Using Scaffolding and Cultural Models 94
CASE STUDY: CULTURA
L
LTURAL MODELS 96
Cultural Model of Student Preparing for School 96

Cultural Models on the Playground 97
Key Culturally Relevant Content Elements 99
T KE A STAND:
TA USING COMMUNITY ISSUES 100
MY JOURNAL: INTEGRATING CULTURA

L
LTURALL RELEVANT TEACHING INTO
LLY
MY CURRICULUM AND INSTRUCTION 101
Culturally Relevant Curriculum: Examples 101

Lesson in Social Studies: Malcolm X: Literacy, Humanity,
and Civil Rights 104
Back to School Night: Teaching Parents about Culturally
Relevant Education 108
Lesson Using Culturally Relevant Stories, Songs,
and Literature 109
TEACHING TIPS: FIVE WAYS TO INTEGRATE CULTURA
L
LTURA LL RELEVANT
LLY
TEACHING 110
CASE STUDY: CIVIL RIGHTS SONG IN SPANISH: “DE COLORES” 112
Concluding Thoughts 114

Summary 115
Contents xi

Chapter 4 Race: Historical Oppression 118

Social Context 119
Racial Oppression and Our National Story 120
The Integration of Literature, Sociology, Psychology,
and History 121
Native Americans: Ethnic Diversity and Imperialism 122
Ethnic Diversity of Native Americans 123
Thanksgiving: A Wampanoag Perspective 123
MY JOURNAL: REFLECTING ON THE SPEECH OF WAMSUTTA FRANK
B. JAMES, WAMPANOAG LEADER 126
T KE A STAND: CHRISTOPHER COLUMBUS: HERO, VILLAIN, OR A MAN

TA
OF HIS TIMES? 126
The Complexities of Native American History 127

Latinos/Hispanics: Diversity and Manifest Destiny 129
Hispanics, Latino, or Chicano 129
Treaty of Guadalupe Hidalgo 130
Manifest Destiny 131
CASE STUDY: PUERTO RICAN AMERICANS: CITIZENS 134
African Americans: Explorers and Slavery 134

African Explorers in the New World 134
Global Slavery 135
Indentured Servant or Slave? 135
Slavery Brought to the New World 135
Ethnic Diversity 136
Asian Americans and Pacific Islanders 139
Ethnic Diversity 139
Nativist Movement 140
Japanese Americans and Internment 141
xii Contents
Jewish Americans: Anti-Semitism 146

TEACHING TIPS: USING THE LIBRARY OF CONGRESS IN YOUR
LESSONS 147
Summary 148
Application: Know & Go Tools in the Classroom 149
Chapter 5 Race and the Struggle for Civil Rights 151

Overview 152
Context: Race Ambivalence 152
Intersectionality: History, Psychology, Sociology, and Political
Science 152
Native Americans: Fighting for Self-Determination 154
Bureau of Indian Affairs: Assimilation 155
The Rough Rock Community School: Self-Determination 156
MY JOURNAL: IROQUOIS LEAGUE, REPRESENTATIVE GOVERNMENT 156
T KE A STAND: THE USE OF HUMAN MASCOTS: FIGHTING

TA
INEQUALITIES 157
Latinos/Hispanics: Fighting for Labor Unions 159

Is There a Connection Between the Bracero Program
and Illegal Immigration? 160
CASE STUDY: THE LEMON GROVE INCIDENT: A CHALLENGE TO SCHOOL
SEGREGATION 162
African Americans 163

Frederick Douglass: From Slavery to Freedom 163
The Racial Divide 166
Asian Americans and Pacific Islanders Fighting
the Internment 167
Mitsuye Endo: An Asian Woman Fights the Internment 168
Japanese Americans: Three Challenged Curfew, Evacuation,
and Incarceration 169
White and Jewish Americans: Anti-Defamation League
and Southern Poverty Law Center 170
Anti-Defamation League 171
Contents xiii
Southern Poverty Law Center and Teaching Tolerance 171

Summary 172
Application: Know and Go Tools for the Classroom 173
Chapter 6 Social Oppression: Classism and Sexism 174

Classism and Sexism 175
Social Context—Classism and Teacher Beliefs 175
Classism and Poverty Rates 176
Increasing Poverty Rates in the United States 178
Nickel and Dimed: A Study of Classism 182
Income Inequality 184
Food Insecurity 184
TEACHING TIPS: CLASS AND POVERTY 184
CASE STUDY: KRISTEN AND BILL MISSED SCHOOL

KRISTE 186
The Development of Poverty in the United States 186

Classism and Poverty Influence Equal Education 187
Lower Teacher Expectations and Overreaching 188
T KE A STAND:
TA HOMELESS STUDENTS 189
Poverty in Global Context 189

CASE STUDY: ADDRESSING POVERTY IN AN INTERNATIONAL CONTEXT:
BANGLADESH 190
Grameen Bank: Bank of the Villages 191

Grameen Bank and the Education of Children 191
Sexism and Gender Roles 192
Education of Women in the United States 192
Stereotypes: Old Fashioned and Modern Racism
and Sexism 194
Lean In: Gender Roles and Sheryl Sandberg’s Book 195
bell hooks: Unpacking Lean In 196
T KE A STAND:
TA STEREOTYPES OF WOMEN AND MEN 197
xiv Contents
Title IX: Implications in Schools 197

Title IX: “Wrestling” with Gender Inequity 197
New Sexism: Girl Power and Successful Girls 199
TEACHING TIPS: INCLUSION OF WOMEN INTO THE CURRICULUM 201
Stereotype Threat: The Case of Women and Girls 203

TEACHING TIPS: STRATEGIES FOR INCLUSION OF WOMEN IN THE
CURRICULUM 204
Women’s Rights History: Equality, Suffrage, and Education 204

Fighting Sexism in Schools and Society 207
Portrayal of Women in Textbooks: Teaching Students
to Analyze 207
TEACHING TIPS: TEACHING STUDENTS TO WRITE A PERSUASIVE ESSAY 209
Summary 211
Chapter 7 Human Diversity: Sexual Orientation and Gender

Identity 214
How Has the View of Diversity Evolved? 215
Sexual Orientation: Lesbian, Gay, Bisexual, Transgender,
and Queer 217
Alfred C. Kinsey: Much Has Changed Since the Kinsey
Report 217
CASE STUDY: PATRICK: FIVE YEARS OLD AND GAY 218
What Is Sexual Orientation? 219

Gay and Lesbian Subcultures 220
Gender Identity 223
Sexual Identity and Gender Identity 223
Gender Identity: Gay, Lesbian, and Bisexual 224
MY JOURNAL: ADDRESSING HOMOPHOBIA 227
LGBTQ Issues in Society and Education 228

DOMA and Same-Sex Marriage 228
Contents xv
Ireland: First Country to Vote for Same-Sex Marriage 229

Transgender Individuals 229
T KE A STAND:
TA TRANSGENDER FIRST GRADER 230
Bullying in Schools 231

Addressing Bullying and Harassment of LGBTQ Students
in Schools 232
Curriculum: Using Role Models 235
James Baldwin 235
Harvey Milk 236
Barbara Deming 236
Role Models from the LGBTQ Community 237
TEACHING TIPS: RESEARCH A ROLE MODEL 239
Summary 240
Check your Cultural Knowledge: Reflective Essay Question 240
Application: Know and Go Tools for the Classroom 240
Chapter 8: Social Biases: Discrimination Based on Religion,

Immigrant Status, and Exceptionalities 241
Religious Freedom in the United States 242
Religious Diversity in the United States 244
Fighting Islamophobia 246
Four Myths about Islam 247
Teaching about Religion in Schools 248
Being Muslim in the United States 249
Peer Pressure and Muslim American Youth 250
Common Stereotypes about Muslim Women and Men 250
The United States: A Nation of Many People, Including
Immigrants, Migrants, and Refugees 252
Refugees in the World and United States 252
Nativism 254
Transborder Identity 255
xvi Contents
Benefits Immigrant Families Bring 256

The American Dream and Immigrant Students in Schools 256
T KE A STAND:
TA CONTRIBUTIONS OF IMMIGRANTS AND REFUGEES 257
CASE STUDY: YOUNG IMMIGRANTS DECIDING ON COLLEGE 258
Disability Studies and Special Education: Similarities and

Differences 259
Disability Studies: A Cultural Model of Disabilities 259
MY JOURNAL: ADDRESSING DISCRIMINATION TOWARD
W
WARD STUDENTS WITH
EXCEPTIONALITIES 260
Legal Support for Disability Services 260

Individualized Education Program (IEP) 261
Types of Inclusion 262
Exceptionalities 263
Special Education: Human Diversities 264
Learning Disabilities 264
Hearing, Visual, and Other Physical Disabilities 265
CASE STUDY: TRILINGUAL STUDENT IDENTIFIED WITH ASPERGER’S
SYNDROME: JUAN 266
Autism Syndrome Disorder (ASD) 266

Advanced Learners 268
Emotional/Behavioral, Intellectual, and Developmental
Disabilities 268
T KE A STAND: MYTHS ABOUT CHILDREN WITH DOWN
TA
SYNDROME 269
Labeling and Stereotyping 270

CASE STUDY: HAVING HEARING LOSS: ELEMENTARY GRADE 271
The Deficit Viewpoint 271

Differentiated Instruction and Inclusion 272
TEACHING TIPS: STRATEGIES TO USE WITH STUDENTS WITH LEARNING
DISABILITIES 274
Summary 275
Check Your Cultural Knowledge: Reflective Essay Questions 276
Contents xvii
Chapter 9 Prejudice and Bullying 277

Hidden Hurdles of Prejudice 278
Biases Are Like Weeds 279
Prejudice Development 280
Prejudice and Bullying: Levels of Prejudice 281
Stereotypes: Forms of Bias 282
Discrimination Hurts! 283
CASE STUDY: INSTITUTIONAL, CULTURA
L
LTURAL, AND INDIVIDUAL
PREJUDICE 284
Why Do People Discriminate or Bully? 285

Blaming the Victim 286
TEACHING TIPS: TEACHING DEFINITIONS: PREJUDICE
AND STEREOTYPES 287
How Children Learn Prejudicial Attitudes: From Parents

and Others 288
T KE A STAND:
TA BOYS WILL BE BOYS 288
Children Learn about Others by Learning about

Themselves 289
White Privilege 290
White Privilege: Difficult to Think and Talk About 290
White Privilege Defined 291
White Educators Talk about White Privilege 291
White Racial Identity Formation 292
Racial Identity Formation: People of Color 293
White Privilege Unpacked: Thinking about Prejudice
in Schools 294
White Antiracist Role Models Are Important 295
Bullying 296
Bullying and Discrimination Are Similar 297
Moving Students from Bullying to Coalition Building:
Teaching the Intercultural Sensitivity Model 298
Teaching an Antibias Curriculum 300
xviii Contents
Young Children: Teaching Positive Behaviors 300

MY JOURNAL: BULLYI
LL NG IN SCHOOL
LLYI 302
Helping Older Students Deal with Prejudice 302

Discussing Bullying With Older Students 303
TEACHING TIPS: DISCUSSING BULLYI
LL NG 304
LLYI
Summary 305
Chapter 10 Language Development and Acquisition 307

Overview 308
Social Context: Demographics 308
Early Language Skills: Babies 309
Vocabulary Development, Lexicon, and Syntax 310
Morphology and Pragmatics: Putting Words Together Within
a Context 310
Metalinguistic Awareness 311
MY JOURNAL: HAVE FUN WITH LANGUAGE! 313
Second-Language Acquisition Development Model 313

Stages of Second-Language Acquisition 314
Second Language Acquisition Theories 316
Affective Filter Hypothesis 316
The Monitor Model and Acquisition-Learning Model 317
Input Hypothesis and Natural Order Hypothesis 317
CASE STUDY: STEPHEN KRASHEN TEACHES A LESSON IN LANGUAGE
LEARNING TO NERVOUS EDUCATORS 318
MY JOURNAL: TEACHING MATH AND LANGUAGE 319
Language and Cognitive Development: Moving from

Conversational English to Academic English 319
Common Grammatical Errors: Teacher Awareness 321
Teaching Cognitive Academic Language 322
Contents xix
Sheltered English and SDAIE Approaches 322

CALLA: Cognitive Academic Language Approach 323
TEACHING TIPS: TEACHING WRITING TO ENGLISH LANGUAGE
LEARNERS 324
Length of Time to Teach English Skills 325

Bilingual Education Programs 326
Bilingual Education and Other Language Programs 327
Transitional Bilingual Education (Early Exit and Late Exit) 328
Developmental Bilingual Education 328
Dual-Language Programs 328
Language Programs: Other Programs for English Language
Learners 329
T KE A STAND: WHICH APPROACH IS BEST FOR A BILINGUAL
TA
STUDENT? 330
CASE STUDY: TEACHING MATH AND SCIENCE EDUCATION TO ENGLISH

LANGUAGE LEARNERS 332
Summary 334
Chapter 11 Diversity and the Achievement Gap 336

Diversity: Fundamental Life Principle 337
Diversity Is Great for the Body 337
Diversity Is Important to the Human Gene Pool 337
Diversity Is Important to Your Financial Health 337
MY JOURNAL: GENETIC VA
V RIATION WITHIN THE ONE HUMAN RACE 338
The Myth of Race: We Are More Alike 339

Physical Characteristics: Adaptations to Climates 339
The Achievement Gap 340
Model Minority: Stereotyping Asian American and Pacific
Islander Students 340
Common Core State Standards (CCSS) 343
xx Contents
MY JOURNAL: COMMON CORE STATE STANDARDS 343
Decreasing or Eliminating the Achievement Gap:

Comprehensive Programs 344
TEACHING TIPS: STRATEGIES TO ADDRESS THE ACHIEVEMENT GAP 346
T KE A STAND: WHAT SHOULD TEACHERS DO ABOUT THE

TA
ACHIEVEMENT GAP? 346
The Use of Technology: Providing Additional Instructional

Avenues to Address the Achievement Gap 347
TEACHING TIPS: TEACHING ONLINE 348
Advantages of Using Technology for Students 348

Provide Mini-Lectures Online for Review 349
Provide Online Tutoring and Open Office Hours 349
Universal Design for All Learners 349
TEACHING TIPS: FIVE WAYS TO USE TECHNOLOGY IN YOUR
TEACHING 351
Paradigm Shift to Student-Centered, Culture-Centered,

Caring Schools 352
Meaning In Life and Grit 354
The Changing School Landscape: Whose Views Should
Teachers Teach? 355
Conclusion 356
CASE STUDY: NOT JUST THE DEAD GUYS: FOCUSING ON 21ST-C
ST ENTURY
ST-C
ARTS IN THE ART ROOM 357
TEACHING TIPS: CULTURA

L
LTURALL RELEVANT TEACHING IN SCIENCE:
LLY
GET ALL STUDENTS ENGAGED IN SCIENCE 357
Summary 360
Glossary 363
References 369
Index 383
Preface
Dear Educator,
Thank you for taking the time to read the introduction. One of my purposes in writing this
book is to get all educators to think about how equity, social justice, and culture are important
values in education. They influence what we think and how we teach. Most of us are propo-
nents of social justice and equity; however, many of us do not realize that we ourselves—like
our students—are members of many cultural subgroups. We all have cultures that have shaped
and nurtured us, whether French culture or Vietnamese culture or Egyptian culture or Haida
culture or a combination of many. We also are affected by other social elements such as social
class, gender identity, religious membership, sexual orientation, exceptionalities, language, na-
tionality, and family. Our culture influences our teaching and how we learn.
One of the goals of the book is to prompt teachers to first think about their own edu-
cational values. What are their foundational beliefs about schooling? I believe all students
come to school hoping to be respected and supported as part of the learning process. Stu-
dents also want to be cared for and treated fairly. Students hope that their teachers will be
fair because teachers care about them. Caring for others is the foundation of our values of
fairness. Students want to be members of a compassionate and collaborative community.
This is why the theoretical framework that is at the center of this book brings together the
constructs of caring, culture, and community with a social justice core. Students want to
be affirmed. They want the opportunity to be successful. In addition, students also want to
find meaning in what they are learning.
By reading this book, teachers will more fully understand how they and their students
bring many cultural backgrounds to the classroom and that it is up to teachers to provide
equitable educational opportunities for all. To be effective, teachers must be strong cultural
mediators and advocates for all students. Teachers who appreciate diversity know that stu-
dents cannot be characterized by one element such as ethnicity or language or social class.
Even if a student is a Mexican American female, she may also be an exceptional chef, can
speak three languages, and is a member of the local Buddhist temple. This is the intersec-
tionality that each student brings into the classroom and it is this underlying perspective
that informs culturally relevant teaching and the strategies found in this book. It is im-
portant that as educators we get away from describing a student as “that Black” student or
“that Muslim” learner; students are complex cultural beings.
Like other people, teachers have heard or learned ideas about other cultural and ethnic
groups that may be positive or negative. This book will assist students in unpacking their
learned biases about other groups so they can eliminate those prejudices in their teaching.
Ridding ourselves of bias will help us to build affirming classrooms where students are
respected so we can facilitate their educational and social growth.
The text also presents examples of social oppression in society and shows teachers how
to use those different views—from civil rights to “Black Lives Matter” to gender roles—to
create a classroom of respect to reach all children. We live in a complicated world where
answers are neither black nor white but often grey, especially when addressing sensitive
issues of racism, homophobia, sexism, classism, language differences, ethnicity, and reli-
gious bias. The separation of diverse groups is artificial and is not how humans identify and
what they believe about life. The text assists teachers in analyzing many cultural issues and
learning how to integrate diversity into their curriculum and in the creation of supportive
classroom environments.
xxi
xxii Preface
Major Philosophies and Themes

of This Book
Teachers often understand that student cultures are important in teaching, but they do
not know how to incorporate culturally relevant education into their classrooms. I am on
a research team with Dr. Yuji Shimogori and Dr. Gudiel Crosthwaite. We surveyed over
200 teachers in a public school district in southern California and found that most teachers
believed in the importance of culturally relevant teaching, but could not explain what it
is or how to implement the construct. Therefore, one of the major themes in this book is
how to apply culturally relevant principles and strategies. This refers to the integration of
culture in choosing curriculum content, identifying instructional-delivery methods, creat-
ing affirming classrooms, involving parents, and providing effective educational feedback.
Teachers must have basic knowledge of education along with deep understandings of cul-
turally relevant education. Therefore, the following major topics are presented so teachers
can build strong, positive, motivating, and effective classrooms:
1. Analyze foundational beliefs about multicultural education including core values of
caring and social justice
2. Review personal values as they relate to education, diversity, and equity
3. Assess and use culture in the classroom—what is it and why is it important to you as
a teacher?
4. Employ culturally relevant teaching: theory and practice
5. Evaluate social oppression due to race (a sociopolitical construct), ethnicity, class,
gender, sexual orientation, religion, language, sex, and exceptionality
6. Identify, address, and eliminate bullying and discrimination in schools
7. Integrate multilingual education
8. Create an educational environment focused on teaching the whole student
9. Address the achievement gap
10. Implement and assess effectiveness of instructional strategies
11. Build connections between students’ worldviews and the content that we as
teachers teach
Teachers want to know how to teach. This book is about practice and the integration of
culturally relevant teaching into the curriculum. Teachers seek practical strategies that they
can use in the classroom, and this text provides many stories and ideas in each chapter for
them to study and implement. Many books for teachers either include too much theory
with few teaching tips or too much practice without strong theoretical foundation. This
book was designed to provide both theory and practice in a balanced way.
Culturally Relevant Teaching

Teachers are often aware of the need to integrate culturally relevant curriculum and in-
struction in the classroom but are not sure what that means. This text includes numerous
examples for classroom use, from life stories appearing in Case Studies to keeping a curated
teacher log of the stories students share in class discussions. Student examples from their
own lives about the issues they face and the conflicts they have had to overcome can be
built upon to teach social studies, language arts, literature, journalism, drama, music, so-
ciology, psychology, civics, and art lessons.
Throughout the text your teachers will find many different examples of how to use
culturally relevant teaching. For example, what if a student comes from a country that is
densely populated and so he or she pushes his way in line or to get on the bus? Are teachers
aware of this different behavioral expectation and the cultural conflict that it can create in
school? How could they incorporate this knowledge into a lesson?
Preface xxiii
Culturally relevant teaching includes not only content but also context and delivery.
Many suggestions are included in the text and special features such as Teaching Tips and
Application: Know and Go Tools in the Classroom. For example, one of the most powerful
ways for teachers to integrate student-lived experiences is to write notes in a teacher log
so that the teacher can go back and remember what the students said. Also, when teachers
record stories from as many students as they can, educators are able to present diverse
accounts and experiences within the formal curriculum. This can enrich the lives of all stu-
dents in the class. Another way to integrate culturally relevant teaching is to invite parents
into the classroom to share their expertise. Maybe a parent is a firefighter or a skyscraper
window washer. These two parents can give different ideas about careers and what they
find fulfilling about their work. Teachers can also consider integrating knowledge of a dis-
cipline by integrating culturally relevant literature. Literature can present multiple perspec-
tives about various issues and enrich the understanding of all students. Teachers also can
use delivery methods such as the integration of hip hop to teach specific discipline content
from history to literature. The Broadway play, Hamilton, is a great example of culturally
relevant teaching because Lin-Manuel Miranda presents excellent content about the life of
Alexander Hamilton, the first U.S. secretary of the treasury, using rap and hip-hop dance.
Cultural Models
One of the approaches within culturally relevant teaching that is discussed in the text is the
use of cultural models. Your teachers may be inspired by the study of cultural models such
as Rosa Parks, Martin Luther King, Jr., Cesar Chavez, Chief Joseph, Jane Addams, John
Brown, Morris Dees, or Philip Vera Cruz. Their lives are stories of inspiration and describe
their passion for freedom and equality. Teachers may also come to your classroom aware of
many cultural models and processes; students may know how to crack an egg or dribble a
soccer ball. These models used in life can be integrated into your curriculum. The cultural
model of cracking an egg can represent a new beginning or transformation. Dribbling the
soccer ball can be a cultural model that teaches patience and developing balance in life.
Intended Audience
Every course is unique because each instructor and class is different. This book can be used
for a variety of introductory and upper division classes such as multicultural education, di-
versity and equity, culture in schools, culturally relevant teaching, race relations in schools,
education, sociology of education, education in urban schools, introduction to teaching,
human differences in schools, and anthropology in education.
Chapter Highlights
The book presents chapters as a series of building blocks so that teacher knowledge can be
constructed like a house. First, there are foundational principles presented in Chapters 1–3,
which act like the cement groundwork; the initial chapter discusses our democratic beliefs
and constructs that include why social justice, caring, and culture must be the underpin-
nings of our teaching. The next two chapters describe what culture is and explains how to
implement culturally relevant teaching. Many teachers think they know what culture is;
however, most lack a clear understanding of culture and how to naturally incorporate it
throughout their curriculum and in instruction.
The subsequent five chapters (Chapters 4–8) discuss social oppression due to race
(a sociopolitical construct), sex, class, sexual orientation, exceptionalities (which includes
people with developmental and intellectual disabilities, and advanced learners), and reli-
gion. There are perennial themes across social categories in which teachers must have a
xxiv Preface
strong knowledge to understand the importance of their roles in a democracy. Next there
is a chapter on prejudice and bullying (Chapter 9). Teachers need to know what types of
prejudice and bullying are most prevalent and what strategies they can implement in their
classrooms to eliminate these destructive actions. Chapter 10 discusses language acqui-
sition as many of our students come from homes where a language other than English is
spoken. The last chapter (Chapter 11) is dedicated to the achievement gap. Teachers must
become aware of what it is and how all of the strategies discussed in the text can be imple-
mented to assist them in addressing the achievement gap. This chapter also discusses using
technology to address the achievement gap.
Below is a brief description of each chapter.
❱ In Chapter 1 the foundations for multicultural education are presented. The United
States is an extremely diverse nation. Diversity refers not only to characteristics of
ethnicity, race (a sociopolitical construct), and gender, but also to areas such as sexual
orientation, religion, and language. There are many misconceptions about multicul-
tural education. Some teachers believe it is only for schools with large numbers of
students of color; however, the field was created to address issues of equality and
equity for all students. This chapter also discusses how multicultural education as a
field developed. Principles and goals are presented. One of the most important goals
of multicultural education is to eliminate the achievement gap. Few teachers under under-
stand this. Many think multicultural education is about sharing cultural elements like
food and art; though these are important, they are not the major goals of the field.
Educators need to identify an educational system of beliefs or a framework that guides
their work. This may be equity pedagogy and/or culturally relevant teaching along
with the values of social justice and the ethic of care.
❱ Chapter 2 is an entire chapter on culture. What is culture? Why isn’t it primarily
about holidays and foods? What do teachers need to know about their students to be
effective educators? Culture is a powerful element in the classroom if teachers know
how to build on student cultures. This doesn’t mean eating lots of yummy food. A
model of culture that assists teachers in identifying three levels of culture in their
learners is shared. Culture is like the air: it nurtures students, it feeds students, and it
teaches them about life. That is one of the reasons why teachers need to understand
student cultures and respect them. However, mainstream culture is also powerful and
can convey the belief that student cultures are not important or worthy. Teachers as
cultural mediators must be able to identify the many different ways that the cultures
of students of color can be put down. Students also are beings where many cultures
intersect. They are not members of one social group such as a “Dineh kid” or a “Latino
kid.” This limits their complex cultural identities that include the intersection of many
social characteristics. Several excellent educational programs that affirm the cultural
backgrounds of diverse students are described.
❱ Chapter 3 builds on the first two chapters and describes how teachers can imple-
ment culturally relevant teaching in their own classrooms. This section of the book
describes characteristics of successful culturally relevant programs such as the Algebra
project and Funds of Knowledge. Culturally relevant teaching is not just about race, a
sociopolitical construct, but also many other social characteristics. Culturally relevant
teaching includes content and instructional delivery strategies. Using the educational
theory of Vygotsky, the chapter also explains how teachers can use a variety of cultural
models in their instruction. These models can also include examples from student
lives, cultural stories, cultural role models, familiar family songs, civil rights issues,
community history, and community issues. Students come to school already having
a great deal of knowledge, and teachers can tap into their knowledge and skills in
creating the classroom curriculum. Examples from the learners’ lives can be some of
Preface xxv
the most powerful ways teachers scaffold student learning. This chapter will begin to
get teachers to think differently about how to integrate culturally relevant teaching.
❱ Chapter 4 discusses racism in the United States. Teachers need to understand why some
of their students—whether White or students of color or from low income communities
or women—feel that inequities are common in life. It is critical for all teachers to study
the historical experiences of people from many different communities. Specific patterns
of exclusion across racial groups, as sociopolitical communities, will emerge. While it is
not possible to present the history of all ethnic communities, this book integrates cover
cover-
age of particular issues in the histories of Native Americans, Latino/Hispanic Americans,
African Americans, Asian American and Pacific Islander Americans, and Jewish Americans.
Teachers need to know the histories of underrepresented groups not only to understand
various viewpoints their own students may bring to the class but also to use historical
contexts to inform lesson plans for all students.
❱ Chapter 5 was created to expand on the discussions and strategies presented in Chap-
ter 4. It is not enough for teachers to review major themes in regard to societal racism
such as imperialism, colonialism, slavery, cultural assimilation, and nativism, but they
also need to know how to teach the concept of racism in class. It is important for
teachers to move away from seeing oppressed people as victims. Chapter 5 presents
many civil rights activists and organizations that have worked for social justice for all.
Many of the activists discussed in Chapter 5 also are representative of intersectionality.
For example, James Baldwin was not only African American, but also gay and lived in
Harlem, a poor community in New York City. He was persecuted for all of these social
characteristics, but he still fought back in his writings and public presentations. This
chapter includes historical timelines for major racial communities to identify ways
that they fought for their civil rights.
❱ Chapter 6 is about class and sex. Classism is a powerful force in our schools. Students
are often judged by the economic level of their families. However, in the United States
over 21 percent of the children live in poverty, including 38 percent of Black stu-
dents. There are many students of color who live in families that suffer from hunger
or lack of adequate shelter and healthcare. Stereotypes about children in poverty are
powerful and can lead to lower teacher expectations. Teachers need to review their
stereotypes about poor students. This chapter also includes discussion of inequalities
dealing with sex and those women who have fought for equal rights. Many families
are led by single mothers. They also must not only fight the lack of equal pay but also
pervasive and continual stereotypes about women in society. Title IX is presented with
a discussion about how it has led to more women in sports and has provided other
opportunities such as college scholarships. A timeline highlighting those who fought
for women’s rights is included in this chapter.
❱ Chapter 7 is an extensive discussion of sexual orientation and gender identity.
Though recently more discussion about sexual orientation has occurred in society,
many teachers need further information about the topic. In this book, we believe
that LGBTQ is a cultural group, which like other cultural groups has developed
a frame of reference, language, symbols, customs, and values. They also have a
distinct history fighting for civil rights. Researchers believe like ethnic identity
development in racial populations, LGBTQ individuals pass through stages of
identity formation. Our teachers also need to know that many civil rights activists
arose from this community, such as James Baldwin and Langston Hughes. This
again shows intersectionality in how oppression involves various social charac-
teristics and compounds the discrimination people are subjected to. This chapter
also includes a timeline of selected events that identifies where members of the
LGBTQ community fought for their civil rights.
xxvi Preface
❱ Chapter 8 centers on religion, people with disabilities, and advanced learners as cul-
tural groups. Freedom of religion is a First Amendment right. However, teachers often
do not teach about religion. As a nation where church and state are separated, we are
also mindful that one of the most devastating human tragedies of modern times was
the genocide of Jews during World War II. Unfortunately, anti-Semitism, along with
Islamophobia, is still strong in our nation today. Religious groups are extremely di-
verse as well. There are over 15 different Protestant organizations in the United States.
Just as discrimination due to religious affiliation is present in today’s world, prejudice
toward people with disabilities is also pervasive. In this chapter, underlying beliefs
of disability studies are compared with those in the area of special education. In dis-
ability studies, people with disabilities and advanced learners are seen as members of
cultural groups. Have you considered this perspective? This compares with special
education, which is based on the medical model. Disability studies and special edu-
cation are extremely different orientations, and teachers should have backgrounds in
the two positions so they can make the most informed educational decisions for their
students.
❱ Chapter 9 about prejudice and bullying is next because bullying is one of the most
hurtful and inescapable behaviors that students must deal with. Prejudice is de-
structive to both the perpetrator and victim because it creates obstacles to building
a strong, compassionate democracy. There are different levels of prejudice. How can
teachers identify those levels? Prejudice when put into action becomes discrimination.
How can teachers work with students to eliminate verbal, physical, emotional, and
cyberbullying in the classroom? Bullying stems from prejudicial feelings and beliefs.
There are many reasons why students bully each other, from wanting to be accepted
by peers to needing to feel in control of a situation. Teachers can guide students to de-
velop social consciousness and help them develop intervention strategies. However,
spectators of bullying also participate in the process because they reinforce the bully-
ing behaviors of the perpetrator.
❱ Chapter 10 is about language acquisition and how teachers can implement
instructional strategies that are most effective with English learners or duel im-
mersion students. How do children learn language? How can teachers build on a
student’s first language as they learn English or a second language? These are top-
ics covered in this chapter. Language is one of the most powerful cultural tools we
learn. Language also shapes how we take in information and identify who we are.
There are numerous strategies that teachers can use such as the natural approach
or the cognitive academic language learning approach. One thing teachers may
not understand is that though students can carry on an excellent conversation in
English, it may take an English language learner up to seven years to learn the
academic and high level English language required to read materials and write
in disciplines like social studies or ecology. Researchers have found that bilin-
gual programs in which students keep their home language along with learning
English are the most beneficial for students; learners acquire two or more lan-
guages, cognitive strengths that can be used in a variety of linguistic and cultural
environments, and enhance reading skills.
❱ Chapter 11 is about the achievement gap and how to use technology to address
it. Many students of color do not do as well as White students on reading and
math assessments. This points to the lack of equal educational outcomes for stu-
dents. What can teachers do? Teachers must make learning more relevant to all
students and build on what students know. They must integrate student experi-
ences and knowledge into the classroom curriculum through the use of culturally
relevant teaching. Along with this, teachers must affirm the cultural backgrounds
Preface xxvii
of students and engage parents in the learning process. The partnerships that
teachers create with parents can be invaluable. Technology also provides teach-
ers with new ways to interact with their students, from providing extra tutoring
lectures to providing opportunities to get online and ask their teachers questions
about the lesson outside of the classroom.
The entire book is dedicated to making suggestions to teachers. First, they need to de-
velop their educational framework. Second, they must examine their own biases about
different human differences. Third, teachers must educate themselves about the social
oppression that still exists in our nation and world. Next, they must more fully understand
the perennial issues that different populations must continually deal with, whether it is
racism, homophobia, sexism, or Islamophobia. Most importantly, teachers must learn what
culturally relevant teaching is and how to implement the approach into their own work.
Each student must see relevance in what they are learning and connect that learning to
their lives. In this way they will be affirmed and see their own future potential!
Distinctive Features
A variety of features is included to provide students with many teaching resources and
hands-on suggestions, as well as opportunities to critically evaluate strategies for teaching
in today’s diverse classrooms.
❱ Case Studies. Multiple case studies of real-world classroom situations and challenges
are presented throughout the chapters. These give students the opportunity to reflect
upon solutions they might want to incorporate into their teaching. Case studies are
also ways for students to learn the stories of others and how their struggles have been
addressed by teachers in the classroom.
❱ Teaching Tips. These provide hands-on tips for teaching in the classroom and
include general recommendations on how to examine one’s own teaching, and use
strategies like chunking, scaffolding, modeling, and questioning.
❱ My Journal. This feature helps students think about extremely complex issues in-
volving culture, equity, and civil rights. It provides them with a guided portfolio of
their ideas for teaching in the classroom. These can be uploaded into the e-portfolio
Pathbrite app in the MindTap product and taken with the student upon completion
of the course.
❱ Take a Stand. Many of these lessons present controversial issues in which students use
critical thinking and decision making skills to decide on the viewpoints they will support
or actions they would take. These activities give students the opportunity to examine
issues from multiple perspectives and question strategies, which are critical teaching skills.
❱ Checklists are provided periodically as teaching tools for your students.
Pedagogy
In addition to bolded key terms and a running glossary, Diversity and Equity in the Classroom
includes a number of learning aids that clarify the material in visually compelling ways,
and prompt students to be self-reflective and to think critically about teaching challenges
and strategies.
❱ Consider this…. These short vignettes highlight insights that teachers should
consider. Students are then asked to answer questions about the situation or topic
presented. For example, globalization is not westernization.
❱ Data Tables. Numerous tables are included in the book to help students access infor
infor-
mation in a succinct way. For example, there are tables illustrating the percentage of
xxviii Preface
people who belong to various religions in the United States, poverty rates of children,
and academic test performance of various ethnic groups.
❱ Photographs. Photographs enhance the knowledge presented. Some photos were
taken by the author and her husband. These photographs show real teachers and
students engaged in teaching and learning at schools in which the author took on a
leadership role.
❱ Timelines. Chronological time lines are provided for African Americans, Asian
Americans and Pacific Islanders, Hispanic/Latinos, Jews, the LGBT community, Native
Americans, and women. The information can be analyzed to show patterns of social
oppression and the consistent struggle for civil rights, and used as to create lesson
plans with positive role models.
❱ Videos. Video Cases with critical thinking questions for every chapter are in-
cluded in the MindTap for Diversity and Equity in the Classroom. The videos pro-
vide additional information about concepts like classroom motivation, cooperative
learning, culturally relevant teaching, and the social and emotional development
of adolescents.
❱ Thinking about Intersectionality is a section at the end of each chapter that gets
teachers to think about how oppression is based on various human differences. It
highlights that no child is the result of any one human characteristic. For example,
students may be seen as Muslim, but they also are members of various groups like
scientists, stamp collectors, and guitar players. This section is designed to get teachers
to think of students in their totality.
❱ Check Your Cultural Awareness follows the Summary of each chapter and pro-
vides students with an essay question that prompts them to reflect on what they have
learned in the chapter. It is important for educators to have the opportunity to test
themselves and confirm their knowledge.
❱ Know and Go Tools in the Classroom is found at the very end of every chapter and
provides extensive curriculum and educational ideas and tools, as well as recommen-
dations on how teachers can integrate cultural issues into the classroom such as civil
rights or culturally relevant teaching. This feature also includes technology strategies
for the classroom.
Integrated Approach
The book uses an approach in which content and instructional strategies are inte-
grated, and where issues affecting various groups are integrated within overarching
chapter topics. For example, there are word webs that show how a student identifies
with numerous social characteristics such as religion, ethnicity, class, martial arts, and
language. History is also woven in and role models are identified throughout the text
so that teachers will be able to teach their students that individuals from many different
communities have fought for civil rights for all of us. Throughout the book there are
also many examples of what teachers can do in their own teaching to integrate cultur-
ally relevant teaching. For instance, even though a video presented in MindTap talks
about how technology can be used in the classroom, the issue being researched is civil
rights role models. The themes of community, culture, and social justice are woven
together as a tapestry in the book.
Focus on Intersectionality
Intersectionality must be understood and covered by teachers. It is important that they
teach their students that people cannot be labeled according to stereotypes. Labels only
Preface xxix
serve to narrow perceptions of people. In order to understand others, we need to listen to

them and understand them as a complicated whole. They are members of many subcul-
tures and have many interests. In addition, unfortunately students are bullied because of
numerous human differences such as sexual orientation, class, and gender.
Because the teacher is the most important element of a successful classroom, I hope to
get future teachers to think about issues of diversity and equity. It takes time to develop
not only one’s belief system about teaching but also to create a repertoire of successful cur
cur-
riculum and instructional strategies for today’s diverse classrooms. Each educator teaches
in his or her unique way. We all have different personalities and cultural backgrounds and
create our own innovative and meaningful ways to provide equity in education. We want
all students to become successful learners, and we are passionate about making a difference
in students’ lives.
Remember, great teaching is like running a marathon; you must keep at it. There’s no
profession as rewarding as teaching. Seeing students think, work, and succeed warms one’s
heart like nothing else.
Your teachers will inspire their students and they will inspire you too!
Sending my best wishes!
Val Pang
Acknowledgments
There are numerous people to whom I am so grateful for their support throughout my
career and in the creation of this text: Sumie Akizuki, Carole Norman, Jackie Maruhashi,
Joe Melendez, Mario Garrett, Jack L. Nelson, Gwen Nelson, Stanley Sue, Jose Luis and
Patricia Alvarado, Rick Oser, Candee Chaplin, Ellen Beck, Scot Danforth, Thanh and Curt
Hopkins, Andrea Saltzman-Martin, Luke Duesbery, Lucille Hee, Donna and Alvin Wong,
Cynthia and James Park, Jose Preciado, Kin and Connie Wong, E. Wayne Ross, Lynelle
Hee and Venkat Shastri, Merry Merryfield, Alan Singer, A. Lin Goodwin, Bill Fernekes,
Binaya Subedi, David Hursh, Yoon Pak, Clift Tanabe, Ron Rochon, Marc Pruyn, Jean
Brosius, Eveline Takahashi, Karen and Doug Beahm, Ariana Erwood, Cameron Erwood, Mirei
Yasuda, Connor Howard, Nicole Howard, Sophie Hofman, Alan Lau, Kevin Vinson,
Leanne Quirk, Nancy and Patrick Michalowski, Martha Pedroza, Scott Mullin, Angelica
Tavison Soto, Easter Finley, Debbie Marsing, Cathy Close, Kathy Mikitka Gomez, Kathy
Holowach, Ceci Necoechea, Geneva Gay, Pat Larke, Jackie Jordan Irvine, John Palmer,
Peter Kiang, Yuji Shimogori, Carl Grant, Franciso Rios, Maxime Dumesnil, Allen Trent,
Penny Lisi, Cherry and James Banks, Jessica Gordon Nehmbhard, Ed Dial, Gregg
Korematsu, Sage Ainsworth, Joe Mulson, Cheyenne Raines, Sara Barlow, Ronnie Daniels,
Arturo Salazar, Hindeliza Flores, Julia Cruz, Pia Parrish, Buzz and Janice Boyum, Nikki
Boyum and Seth Sligar, Peggy Han, Jason Poliak, Eric Sands, Linda Harrington, Carrie
Brown, Don Masse, Logan Masse-Brown, Aurora Masse-Brown, Jace and Andre Cruz, Ally
Ainsworth, Sammy Oser, Edith Oser, Gerry C. H. Pang, Jennifer M. Pang, Matthew A.
Pang, Kari Boyum, Kathy Ooka, Cheryl Ooka, Karen and Terry Hofman, Trish Howard,
Naomi and Greg Bang, Ryan, Cheree, Kai, Selah Rose, and Brooklyn Porter, and the thou-
sands of teachers who I have had the opportunity to work with for over 40 years as an
educator. You have taught me so much.
In addition, I would like to thank the many reviewers whose comments and suggestions
helped develop this text. These include:
Ilene Allgood, Florida Atlantic University
Archie L. Blanson, Ph.D., University of St. Thomas
Dr. Bonita Cade, Roger Williams University
Dr. Irene Chen, University of Houston Downtown
Kam Chi Chan, Purdue University North Central
Lara Christoun, Carthage College
Sandra R. Ciocci, Bridgewater State University
Nedra L. Cossa, Armstrong State University
Deanna L. Cozart, University of Georgia
Ella-Mae Daniel, Florida State University, College of Education
April Dominguez, Ph.D., California State University, Bakersfield
Amy Shriver Dreussi, Ph.D., University of Akron
Maryann Dudzinski, Valparaiso University
Karla Esser, Regis University
Dr. Melinda Eudy Ratchford, Belmont Abbey College
Susan Finley, Washington State University
Susan Foley, Coastal Carolina University
xxx
Acknowledgments xxxi
Shannon L. Gooden, Florida State University

Sherry A Green, Ed. S., Georgia Highlands College
Diane Smith Grych, Ph.D., Concord University
Dr. Jeannette Jones, Texas Lutheran University
Kathleen Lazarus, Daytona State College
Tawnya L. Lubbes, Eastern Oregon University
Mary F. Mattson, Georgia Perimeter College
Heather Merrill, Glendale Community College
Laura Mitchell, Urban Education UHD
Diane B. Mitschke, University of Texas at Arlington
Inna Molitoris, Eastern Michigan University
Michael Perrotti, Ph.D, California University of Pennsylvania
Regina Rahimi, Armstrong State University
Dr. Eileen Richardson, Cameron University
Jacqueline Rippy, Florida State College at Jacksonville
Dr. Dick Robertson, St. Ambrose University
Rodrigo Joseph Rodriguez, University of Texas at El Paso
Darlene Russell, William Paterson University
Elizabeth Sandell, Minnesota State University, Mankato
Joseph Sencibaugh, Webster University
Mary Amanda Stewart, Texas Woman’s University
Dr. Naomi R. Taylor, Hamline University
Dr. Shereah Taylor, Tarrant County College South Campus
Jamia Thomas-Richmond, Coastal Carolina University
Dr. Melinda Trice Cowart, Texas Woman’s University
Phitsamay S. Uy, University of Massachusetts Lowell
Lillian Vega Castaneda, California State University Channel Islands
Debra T. Wiley, Albany State University
Rhonda D. Wilkins, Ph.D., Georgia Perimeter College
Dr. Lynda Wolverton, Polk State College
I would also like to thank the many professionals at Cengage who made this book pos-
sible: Cheri-Ann Nakamura, Lin Gaylord, Mark Kerr, Nick Barrows, Andrew Miller, and
Christy Frame. These professionals provided exceptional recommendations and their ex-
pertise has contributed greatly to the creation of this text. Additional thanks for the pro-
duction of the book go to Jill Traut of MPS Limited, the copyeditor Heather Mann, and
Nick Stern for his creative illustrations. Independent consultants with Cengage, Beth Kauf
Kauf-
man and Kate Russillo also provided outstanding guidance in the text’s development.
Online Resources
The following materials are available to enhance learning for Diversity and Equity in the
Classroom.
Instructor’s Manual and Test Bank

An online Instructor’s Manual accompanies this book. It contains information to assist the
instructor in designing the course, including sample syllabi, discussion questions, teach-
ing and learning activities, field experiences, learning objectives, and additional online
resources. For assessment support, the test bank includes true/false, multiple-choice,
matching, short-answer, and essay questions for each chapter.
Cengage Learning Testing Powered

by Cognero
Cognero is a flexible online system that allows you to author, edit, and manage test bank con-
tent from multiple Cengage Learning solutions. Create multiple test versions in an instant and
deliver them from your LMS, classroom, or wherever you want! No special installs or down-
loads needed. Create tests from school, home, the coffee shop—anywhere with Internet access.
MindTap™: The Personal Learning

Experience
MindTap for Diversity and Equity in the Classroom represents a new approach to teaching
and learning. A highly personalized, fully customizable learning platform with an inte-
grated eportfolio, MindTap helps students to elevate thinking by guiding them to:
❱ Know, remember, and understand concepts critical to becoming a great teacher;
❱ Apply concepts, create curriculum and tools, and demonstrate performance and com-
petency in key areas in the course, including national and state education standards;
❱ Prepare artifacts for the portfolio and
eventual state licensure, to launch a
MindTap Moves
Students Up Create
Create successful teaching career; and
Bloom’s Revised ❱ Develop the habits to become a re-
Taxonomy Evaluate
flective practitioner.
Analyze As students move through each chap-
ter’s Learning Path, they engage in a
Apply scaffolded learning experience designed
to move them up Bloom’s Taxonomy
Understand
from lower- to higher-order thinking
Remember & Know skills. The Learning Path enables pre-
service students to develop these skills
Anderson, L. W., & Krathwohl, D A ta
taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. New Y
York: Longman. and gain confidence by:
xxxii
Online Resources xxxiii
❱ Engaging them with chapter topics and activating their prior knowledge by watching
and answering questions about authentic videos of teachers teaching and children
learning in real classrooms;
❱ Checking their comprehension and understanding through Did You Get It?
assessments, with varied question types that are autograded for instant feedback;
❱ Applying concepts through mini-case scenarios—students analyze typical teaching
and learning situations, and then create a reasoned response to the issue(s) presented
in the scenario; and
❱ Reflecting about and justifying the choices they made within the teaching scenario
problem.
MindTap helps instructors facilitate better outcomes by evaluating how future teachers
plan and teaching lessons in ways that make content clear and help diverse students learn,
assessing the effectiveness of their teaching practice, and adjusting teaching as needed.
MindTap enables instructors to facilitate better outcomes by:
❱ Making grades visible in real time through the Student Progress App so students and
instructors always have access to current standings in the class.
❱ Using the Outcome Library to embed national education standards and align them to
student learning activities, and also allowing instructors to add their state’s standards
or any other desired outcome.
❱ Allowing instructors to generate reports on students’ performance with the click of a
mouse against any standards or outcomes that are in their MindTap course.
❱ Giving instructors the ability to assess students on state standards or other local
outcomes by editing existing or creating their own MindTap activities, and then by
aligning those activities to any state or other outcomes that the instructor has added
to the MindTap Outcome Library.
MindTap for Diversity and Equity in the Classroom helps instructors easily set their course
because it integrates into the existing Learning Management System and saves instruc-
tors time by allowing them to fully customize any aspect of the learning path. Instructors
can change the order of the student learning activities, hide activities they don’t want for
the course, and—most importantly—create custom assessments and add any standards,
outcomes, or content they do want (e.g., YouTube videos, Google docs). Learn more at
www.cengage.com/mindtap.
Another random document with
no related content on Scribd:
DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

Diversity and Equity in The Classroom Print Replica Ebook PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Diversity and Equity in The Classroom Print Replica Ebook PDF

Uploaded by

Copyright:

Available Formats

Diversity and Equity in the Classroom

[Print Replica] (Ebook PDF)

Chapter 1 Multicultural Education: A Foundation

Misconceptions about Multicultural Education 14

CHECKLIST: LEARNING ABOUT MY STUDENTS 19

Intersectionality and Cultural Diversity 20

Culturally Relevant Education 22

CHECKLIST: MY EDUCATIONAL PHILOSOPHY 36

Chapter 2 The Power of Culture 39

Capitalism and Individualism: Level 3 of Culture 51

Children Learn Culture at Home 57

Culturally Relevant Education 64

Harlem Children’s Zone: Changing the Odds 66

Chapter 3 Culturally Relevant Teaching 73

Creating Culturally Relevant Lessons 81

The Algebra Project: Keeping Math Real 91

Integrating Culturally Relevant Teaching into Curriculum

Cultural Model of Student Preparing for School 96

MY JOURNAL: INTEGRATING CULTURA

Culturally Relevant Curriculum: Examples 101

CASE STUDY: CIVIL RIGHTS SONG IN SPANISH: “DE COLORES” 112

Concluding Thoughts 114

Check Your Cultural Knowledge: Reflective Essay Question 116

Chapter 4 Race: Historical Oppression 118

T KE A STAND: CHRISTOPHER COLUMBUS: HERO, VILLAIN, OR A MAN

The Complexities of Native American History 127

African Americans: Explorers and Slavery 134

Jewish Americans: Anti-Semitism 146

Chapter 5 Race and the Struggle for Civil Rights 151

T KE A STAND: THE USE OF HUMAN MASCOTS: FIGHTING

Latinos/Hispanics: Fighting for Labor Unions 159

African Americans 163

Southern Poverty Law Center and Teaching Tolerance 171

Chapter 6 Social Oppression: Classism and Sexism 174

CASE STUDY: KRISTEN AND BILL MISSED SCHOOL

The Development of Poverty in the United States 186

Poverty in Global Context 189

Grameen Bank: Bank of the Villages 191

Title IX: Implications in Schools 197

Stereotype Threat: The Case of Women and Girls 203

Women’s Rights History: Equality, Suffrage, and Education 204

Chapter 7 Human Diversity: Sexual Orientation and Gender

What Is Sexual Orientation? 219

LGBTQ Issues in Society and Education 228

Ireland: First Country to Vote for Same-Sex Marriage 229

Bullying in Schools 231

Chapter 8: Social Biases: Discrimination Based on Religion,

Benefits Immigrant Families Bring 256

CASE STUDY: YOUNG IMMIGRANTS DECIDING ON COLLEGE 258

Disability Studies and Special Education: Similarities and

Legal Support for Disability Services 260

Autism Syndrome Disorder (ASD) 266

Labeling and Stereotyping 270

The Deficit Viewpoint 271

Chapter 9 Prejudice and Bullying 277

Why Do People Discriminate or Bully? 285

How Children Learn Prejudicial Attitudes: From Parents

Children Learn about Others by Learning about

Young Children: Teaching Positive Behaviors 300

Helping Older Students Deal with Prejudice 302

Chapter 10 Language Development and Acquisition 307

Second-Language Acquisition Development Model 313

MY JOURNAL: TEACHING MATH AND LANGUAGE 319