«It is rare to find a book written at the higher education level that so clearly integrates the theory of multicultural education with actual course development and teaching. Faculty in all disciplines will find this text immensely valuable in transforming their practice to meet the needs of a multicultural society.» (William A. Howe, Past President, National Association for Multicultural Education; Co-Author of ‘Becoming a Multicultural Educator: Developing Awareness’, ‘Gaining Skills’, and ‘Taking Action’)
«This collection of chapters […] expands and enriches the discourse about teaching ethnically and culturally diverse issues and students. It exemplifies in practice some key theoretical ideas, such as multicultural education should be comprehensive, systemic, and transformative to be most effective. It places teaching and learning in many different disciplines in higher education at the center of multicultural education instead of the more common tendency to restrict this mandate to colleges of education and pre-K-12 curriculum […] Compliments are due to this group of scholars, teachers, and authors for daring to do what many of their colleagues deny, avoid, or resist; for adding more weight to the credibility and viability of campus-wide, cross-discipline multicultural education in colleges and universities, and for opening pathways of transformative possibilities for others to pursue.» (Geneva Gay, University of Washington; Author of ‘Culturally Responsive Teaching’)

Integrating Multiculturalism into the Curriculum

From the Liberal Arts to the Sciences

herausgegeben von Sandra Mayo und Patricia J. Larke

Mitwirkende
Reihe herausgegeben von	Shirley R. Steinberg
Herausgegeben von	Sandra Mayo
Herausgegeben von	Patricia J. Larke

This reader introduces the Multicultural Curriculum Transformation and Research Institute, a successful multicultural curriculum transformation paradigm that is a model for colleges and universities across the country and abroad. Section I details the history of the effective implementation of the strategies at a university in Texas over the last seven years with emphasis on goals, pedagogical strategies, institutional support, and faculty recruitment. Section II gives an in-depth look at a sampling of content units presented during the Institute. Section III highlights faculty who attended Institute training and the resulting implementation of the strategies and student feedback; it also showcases a multicultural assessment instrument, a useful tool for determining if a course is multicultural. Section IV presents a variety of transformed courses from six colleges within the university.

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