Breaking the Mold of Education for Culturally and Linguistically Diverse Students

Dr. Andrea Honigsfeld is professor and associate dean in the Division of Education at Molloy College, Rockville Centre, NY. She received several awards including a Fulbright Lecturing Award, Outstanding Dissertation Award, and ESL Educator of the Year Award.Dr. Audrey Cohan is professor in the Division of Education at Molloy College, Rockville Centre, NY. She has published on child sexual abuse and effective professional development practices.

This third volume of the Breaking the Mold series provides an important look at providing socially just and equitable schooling for the diversity of students. Honigsfeld and Cohan have pulled together a compelling array of authors and chapters that help us wrestle more deeply with how to do the essential task of improving our ability to meet diverse students' needs.

• ForewordPrefaceAcknowledgmentsSection I: Social Justice and Advocacy Social Justice Leadership for Hispanic Youth: Addressing the White House Initiative on Educational Excellence for Hispanic AmericansTeacher’s Pet Projects Versus Real Social Justice TeachingTeaching for Transformation: Responsive Program Planning and Professional Development Aimed at Justice and Equity in Urban SettingsRestorative Justice: A Model for Meeting the Needs of LGBTIQ YouthCollaborative Teaching and Research for Cultural Congruence in New ZealandDiversity as Strength: How Higher Performing Schools Embrace Diversity and ThriveFrom Classroom to Community: Motivating Preservice Teachers in the Art of Teaching about Social JusticeSection II: Family and Community InvolvementFull-Service Community Schools: A District’s Commitment to Educating the Whole ChildCulturally and Linguistically Diverse Students: Tapping Into the Strengths of FamiliesWe Make the Road by Walking: The Family Leadership Initiative in Las Vegas, NevadaPreparing Chinese Immigrant Parents of Children with Disabilities to be Schools’ Equal PartnersWhat if Every Day was American Indian Day?Languages and Cultures Crossing Paths in Frontier CommunitiesInnovations in Mentoring: The Many Faces of Chosen to AchieveCommunity-based Pedagogies: Projects and Possibilities in Colombia and the USSection III: Culturally Responsive Practices in Classrooms, Schools, and DistrictsJust Don’t Quit On Us: The Paradox of Motivating and Engaging African American Males at a Single Gender Middle SchoolScaling and Sustaining Cultural Proficiency: The Case of Wichita Public SchoolsExpanding the Voices of Literacy: Bringing Students’ Language and Culture to the ForeConsiderations About Bringing a Deaf Student into a Community of Learners in a Mainstream Classroom Integrating Culture-Based Arts Education Across Subject Area BoundariesEncouraging Student Legislators in the Process of Participatory Democracy and Social AdvocacyTeaching our Tongues: Student-run Language Classes as a Celebration of Linguistic and Cultural Diversity in SchoolsSeeing English Language Learners’ Perspectives on School: Using Photography to Improve Diverse Students’ Writing Self-efficacy and AchievementSection IV: Preservice and Inservice Teacher Education for Diversity Teacher Education that Works: Collaboration Between TESOL and Content-Based Education Faculty to Better Prepare Future Teachers Empowering Diverse Teachers for Diverse Learners: A Program in International Studies in Education and its Implications for Diverse School Settings in IcelandSophisticated Sisters in Vegas: What Happens with Service-Learning Stays in Multicultural Teacher EducationA Praxis-Based Experience in Preparing Critical Bilingual Teachers in the BorderlandsThe Challenges and Rewards of Reciprocal Intercultural MentoringFrom Co-Teaching Partnership to Mentoring: Innovative Ways to Build Teacher CapacityCLASSIC© Professional Development for Teachers of Culturally and Linguistically Diverse StudentsContributors