Chapter 5 / Discussion questions



Chapter 13

EXAM QUESTIONS

1. Think about gender, race, ethnicity, and social class in considering the issue of educational and social equity as it concerns different groups of students. In very real ways, cultural deficit theory and cultural subordination theory are embedded in our social institutions and perspectives. What does that mean? What are the key differences between cultural deficit theory and cultural subordination theory? What is the significance of each theory for consequent teaching practices and school policy? Can the explanatory value of these theories lead to anything constructive in contemporary classrooms? Given what we know, how can we as educators work to meet the challenges of social diversity and equity in contemporary schools?

2. Discuss your own understandings of the various types of bilingual education in practice today. Which of these approaches seems to make the most sense to you, and why? How does your own personal experience with or feeling about bilingual education enter into your analysis?

3. The authors contend that individuals succeed or fail in our society not simply due to their native abilities and applied efforts, but importantly on the basis of their membership in one or more ethnic, gender, or economic groups. If this is true, what are the implications for teaching, learning and schooling? Support your position with evidence and reasoned argument.

4. Consider Jane Elliot’s famous classroom experiment, the Discrimination Day exercise, and discuss what sense can be made of it today.

5. Assess which central theories of social and educational inequality seem best able to explain the data on social and educational differences described in Chapter 13.

6. Consider the degree to which the gender-sensitivity concept applies to race sensitivity or ethnicity sensitivity in the effort to respond to the needs of different children. How similar are these ideas to culturally responsive pedagogy?

QUESTIONS FOR CLASS DISCUSSION ONLY

1. Examine the arguments regarding the power of social inequalities and inequities to influence unequal educational outcomes in schools today. To what degree you agree or disagree with the authors that teachers and schools can have a significant influence that resists the impact of social inequalities?

2. Consider the examples of successful learning by low-income and minority students and discuss whether these examples are applicable to other teaching settings.

3. Analyze different approaches to multicultural or antiracist or culturally responsive pedagogy and discuss which approaches seem most valuable for achieving the national teaching standards.

4. Choose two or three events from the chapter timeline that resonate for you. Consider what events might resonate for your students, current or future. How might you encourage critical discussion among your own students about these events and their impact? What could you encourage your students to do in terms of social action? What different ways might this be approached by primary, middle school, and high school teachers?

5. Refer to the timeline of chapter 13. Which five events from each decade have the most direct significance for the specific issue of teaching to overcome social inequities as discussed in this chapter?

6. Use the chapter timeline to further explore “social reconstructionist” theory. Consider how the power of practicing democracy in the classroom might provide experiences that would help prepare students for coalition building.

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