BOOK CLUB SELECTIONS AND PROCEDURES
During the semester, you and a set of classmates totalling no more than 4 students per group will meet to discuss three books. You may select them from the Menu of Readings for Book Clubs. The total number of pages in the books you select must exceed 500 pages. These discussions will allow you to talk about the issues in the books in relation to your experiences as a tutor. This page includes information about the following topics:
Ideas for Running Successful Book Clubs
Menu of Readings
for Book Clubs
Book Club Links
Links and Additional Reading Lists
Ideas for Running Successful Book Clubs
The reading of books for the class will take place in book clubs--small groups of readers who meet regularly to discuss books on their own terms and according to their own processes and preferences. From the Menu of Readings for Book Clubs below, you and your book club partners will select three books to read over the course of the semester. You will have an opportunity to preview the entire set of books before making your selections. It is perfectly fine for more than one group to read the same book.
I strongly recommend that you choose books that are relevant to your tutoring situation. If a particular race or cultural group is represented at your tutoring site, you might benefit from reading about that group to enhance your understanding of your experiences this semester.
Once you have selected your three books, work out a schedule for discussing them. Roughly speaking, you should pick one book for August/September, one for October, and one for November/December. The general process for each book will be to have small group discussions for 2-3 sessions, and then to make a presentation to the whole group in a separate session on what you have learned through your reading and discussion in conjunction with your tutoring. Consult the Class and Site Visit Schedule to see the schedule I have set up for your discussions and presentations.
Your book club should include people with whom you share interests. You do not need to be tutoring at the same site but should have some common ground for your discussion based on your tutoring experiences. And so, people might cluster together based on their shared interest in middle school students, in Latin@ culture, in working class students, or other characteristics. I expect your Book Club discussions to be wide-ranging and provocative, while of course staying on topic for the most part. Ultimately, for your Course Project you will need to synthesize ideas from your reading with insights on your tutoring experiences, so the book club discussions should provide the immediate benefit of helping you to make sense of your experience and the long-range benefit of helping you to prepare for your Course Project. Some book clubs have no rules, while others are highly structured. You should select a format that works well for your configuration of readers. The Book Club Links below provide a number of ideas on how to structure your discussions. However you structure your meetings, however, you should choose a procedure that gets you quickly into the ideas from the readings and uses them to gain insight into your tutoring experiences.
Menu of Readings for Book Clubs
The following books concern issues of culture that have an impact on students' learning in school. Select any three from this list for your book club discussions. I realize that some of these books could easily be listed in multiple categories, so don't regard these distinctions as hard and fast. The Index that follows will take you to the categories of texts available for reading. Note that the last category, Books about Book Clubs, is not available for reading for this class. Rather, these books are included in case you are interested in using book clubs in your own teaching and want to learn how to conduct them from the experts.
An asterisk (*) indicates that the author is a UGA faculty member.
Two asterisks (**) indicates that the author is a graduate of a UGA undergraduate
or graduate program.
INDEX
ASSESSMENT
BULLYING
EXTRANORMALITY
FAMILIES
GENDER
IMMIGRATION, ENGLISH LANGUAGE LEARNERS, & BILINGUAL
ISSUES
MULTICULTURAL EDUCATION/CULTURAL DIVERSITY
RACE AND CULTURE: AFRICAN AMERICAN
RACE AND CULTURE: ASIAN AMERICAN
RACE AND CULTURE:
LATIN@, HISPANIC, & CHICANO
RACE AND CULTURE: NATIVE AMERICAN
RACE AND CULTURE:
WHITENESS
RACE AND CULTURE:
GENERAL/OTHER
SOCIOECONOMIC STATUS (SES) AND SOCIAL CLASS,
& POVERTY
TRACKING
URBAN EDUCATION
YOUTH, HOME, AND COMMUNITY CULTURE
BOOKS ABOUT BOOK CLUBS
ASSESSMENT
Berliner, D. C., & Biddle, B. J. (1996). The manufactured
crisis: Myths, fraud, and the attack on America's public schools. New York:
Basic Books. Published
review
Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic
assessment in action: Studies of schools and students at work. New York:
Teachers College Press.
Lemann, N. (1999). The big test: The secret history of the American meritocracy.
New York: Farrar, Straus, Giroux.
Pope, D. C. (2001). "Doing school": How we are creating
a generation of stressed out, materialistic, and miseducated students. New
Haven, CT: Yale University Press. Published
review
Ravitch, D. (2010). The death and life of the great American
school system: How testing and choice are undermining education. New York:
Basic Books. Published review
Taubman, P. M. (2009). Teaching by numbers: Deconstructing the discourse
of standards and accountability in education. New York: Routledge. Published
review
BULLYING
Greenbaum, S., Turner, B., & Stephens, R.D. (1988). Set straight on bullies.
Malibu, CA: Pepperdine University Press.
Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys.
Washington, DC: Wiley.
Olweus D. (1993). Bullying in schools: What we know and what we can do.
Oxford: Blackwell.
Orpinas, P., & *Horne, A. M. (2006). Bullying prevention: Creating a
positive school climate and developing social competence. Washington, DC:
American Psychological Association.
Smith, P. K., & Sharp, S. (1994). School bullying: Insights and perspectives.
New York: Routledge.
Trolley, B. C., & Hanel, C. (2010). Cyber kids, cyber bullying, cyber
balance. Thousand Oaks, CA: Corwin. Published
review
Return to Index
EXTRANORMALITY
Baron-Cohen, S. (2008). Autism and Asperger Syndrome: The facts. Oxford
University Press.
Baron-Cohen, S. (2011). Zero degrees of empathy. New York: Penguin.
Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D.J. (Eds.) (2007). Understanding
other minds: Perspectives from developmental cognitive neuroscience (2nd
Ed.). New York: Oxford University Press.
Hadwin, J., Howlin, P., & Baron-Cohen, S. (2008). Teaching
children with autism to mindread: A handbook. Washington, DC: Wiley.
Heuer, C. J. (2007). BUG: Deaf identity and internal revolution.
Washington, D.C.: Gallaudet University Press. Student
review
James, I. (2005). Asperger's syndrome and high achievement: Some very remarkable
people. Philadelphia: Jessica Kingsley Publishers.
Jamison, K. R. (1999). Night falls fast: Understanding suicide (1st ed.).
New York: Knopf.
Kluth, P. (2010) "You're going to love this kid!" Teaching students
with autism in the inclusive classroom. Baltimore, MD: Paul H. Brookes Publishing
Company. Published review
Leach, D. (2010). Bringing ABA into your inclusive classroom: A guide to
improving outcomes for students with autism spectrum disorders. Baltimore,
MD: Paul H. Brookes Publishing. Published
review
Mooney, J. (2007). The short bus: A journey beyond normal. New York:
Henry Holt and Company.
Ortiz, J. M. (2008). The myriad gifts of Asperger's syndrome. Philadelphia:
Jessica Kingsley Publishers.
Page, T. (2009). Parallel play: Growing up with undiagnosed Asperger's.
New York: Doubleday.
Robison, J. E. (2007). Look me in the eye: My life with Asperger's. New
York: Crown.
Thomas, M. D., & Campbell, C. A. (2008). Special ed is down the hall:
Disabled & proud. Bloomington, IN: iUniverse, Inc.
Volkmar, F. R., & Wiesner, L. A. (2009) A practical guide to autism:
What every parent, family member, and teacher needs to know. Hoboken, NJ:
John Wiley & Sons, Inc. Published
review
FAMILIES
Cigoli, V., & Scabini, E. (2005). Family identity: Ties, symbols, and
transitions. Mahwah, NJ: Erlbaum.
Compton-Lilly, C. (2003). Reading families: The literate lives of urban children.
New York: Teachers College Press.
Compton-Lilly, C. (2007). Re-reading families: The literate lives of urban
children four years later. New York: Teachers College Press.
Coontz, S. (1992). The way we never were: American families and the nostalgia
trap. New York: Harper Collins.
Hill, N. E., & Chao, R. K. (Eds.) (2009). Families, schools, and the
adolescent: Connecting research, policy, and practice. New York: Teachers
College Press.
Leeds-Hurtwitz, W. (Ed.). (2005). From generation to generation: Maintaining
cultural identity over time. Cresskill, NJ: Hampton Press.
Marsh, M. M., & Turner-Vorbeck, T. (2009). (Mis)understanding families:
Learning from real families in our schools. New York: Teachers College Press.
Streib, L. M. (2010). Inviting families into the classroom: Learning from
a life of teaching. New York: Teachers College Press.
Tannen, D., Kendall, S., & Gordon, C. (2007). Family talk: Discourse
and identity in four American families. New York: Oxford University Press.
Taylor, D., & Dorsey-Gaines, C. (1988). Growing up literate: Learning
from inner-city families. Portsmouth, NH: Heinemann.
Turner-Vorbeck, T., & Marsh, M. M. (2007). Other kinds of families: Embracing
diversity in schools. New York: Teachers College Press.
GENDER
Baron-Cohen, S. (2003). The essential difference: Men, women
and the extreme male brain. New York: Penguin/Basic Books.
Bettis, P., & Adams, N. (2005). Geographies of girlhood:
Identities in-between: Inquiry and pedagogy across diverse contexts. Mahwah,
NJ: Erlbaum.
Blackford, H. V. (2004). Out of this world: Why literature
matters to girls. New York: Teachers College Press.
Bryceson, D. F., Okely, J., & Webber, J. (Eds.) (2007). Identity and
networks: Fashioning gender and ethnicity across cultures. New York: Berghahn
Books.
Crabtree, R. D., Sapp, D. A., & Licona, A. C. (Eds.) (2009). Feminist
pedagogy: Looking back to move forward. Baltimore: The Johns Hopkins University
Press. Published review
Delgado Bernal, D., Elenes, C. A., Godinez, F., & Villenas,
S. (Eds.) (2006). Chicana/Latina education in everyday life: Feminista perspectives
on pedagogy and epistemology. Albany, NY: State University of New York Press.
Published review
Driver, S. (Ed.). (2008). Queer youth cultures. Albany, NY: SUNY Press.
Finders, M. (1997). Just girls. New York: Teachers College Press.
*Jones, S. (2006). Girls, social class, and literacy: What teachers can do
to make a difference. Portsmouth, NH: Heinemann.
López, N. (2003). Hopeful girls, troubled boys: Race
and gender disparity in urban education. New York: Rutledge.
Lotz, A. D. (2006). Redesigning women: Television after the network era.
Urbana, IL: University of Illinois Press.
MacNamara, J. R. (2006). Media and male identity: The making and remaking
of men. New York: Palgrave Macmillan.
Newkirk, T. (2002). Misreading masculinity: Boys, literacy, and popular culture.
Portsmouth, NH: Heinemann.
Seidler, V. J. (2006). Young men and masculinities: Global cultures and intimate
lives. New York: Palgrave Macmillan.
Sheridan-Rabideau, M. P. (2008). Girls, feminism, and grassroots literacies:
Activism in the GirlZone. Albany, NY: SUNY Press.
Smith, M. W., & Wilhelm, J. D. (2002). "Reading don't fix no Chevys":
Literacy in the lives of young men. Portsmouth, NH: Heinemann.
Spurlin,
W. J. (Ed.) (2000). Lesbian and gay studies and the teaching of English:
Positions, pedagogies, and cultural politics. Urbana, IL: National Council
of Teachers of English.
Steiner-Adair, C., & Sjostrom, L. (2006). Full of ourselves:
A wellness program to advance girl power, health, and leadership. New York:
Teachers College Press.
Taylor, J. M., Gilligan, C., & Sullivan, A. M. (1995). Between
voice and silence: Women and girls, race and relationship. Cambridge, MA:
Harvard University Press. Student
review
Thune, E., Leonardi, S., Bazzanella, C. (Eds.) (2006). Gender, language and
new literacy. New York: Continuum International Publishing.
Way, N., & Chu, J. Y. (Eds.) (2004). Adolescent boys: Exploring diverse
cultures of boyhood. New York: New York University Press.
Woodward, K. (2004). Questioning identity: Gender, class, ethnicity.
Philadelphia: Taylor & Francis.
Weis, L., & Fine, M. (Eds.) (2000). Construction sites:
Excavating race, class, gender & sexuality in spaces for and by youth.
New York: Teachers College Press.
Weis, L., & Fine, M. (2005). Beyond silenced voices: Class, race, and
gender in United States schools (2nd Ed.). Albany: SUNY Press. Published
review
IMMIGRATION, ENGLISH LANGUAGE LEARNERS, &
BILINGUAL ISSUES
Alba, R. D., & Nee, V. (2003). Remaking the American mainstream: Assimilation
and contemporary immigration. Cambridge, MA: Harvard University Press.
Anderson, K. S. (2009). War or common cause: A critical ethnography
of language education policy, race and cultural citizenship. Charlotte,
NC:
Information Age Publishing. Published
review
Artiles, A. J., & Ortiz, A. (Eds) (2002). English
Language Learners with special needs: Identification, placement, and instruction.
Washington D.C.: Center for Applied Linguistics.
Baker, C. (1993). Foundations of bilingual education and bilingualism.
Bristol, PA: Multilingual Matters Limited.
Ballenger, C. (1999). Teaching other people's children: Literacy
and learning in a bilingual classroom. New York: Teachers College Press.
Block, D. (2007). Second language identities. New York: Continuum.
Campano, G. (2007). Immigrant students and literacy: Reading, writing, and
remembering. New York: Teachers College Press.
Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy
instruction for English language learners: A teacher's guide to research-based
practices. Portsmouth, NH: Heinemann. Published
review
Crawford, J. (1989). Bilingual education: History politics
theory and practice. Los Angeles: Bilingual Educational Services.
Faltis, C. J., & Wolfe, P. M. (1999). So much to say:
Adolescents, bilingualism, and ESL in the secondary school. New York: Teachers
College Press. Student
review
Feuer, A. (2008). Who does this language belong to? Personal narratives of
language claim and identity. Charlotte, NC: Information Age.
Fu, D. (1995). "My trouble is my English": Asian students and the
American Dream. Portsmouth, NH: Heinemann.
Fu, D. (2003). An island of English: Teaching ESL in Chinatown. Portsmouth,
NH: Heinemann.
Gándara, P., & Hopkins, M. (Eds.) (2010). Forbidden language:
English learners and restrictive language policies. New York: Teachers College
Press. Published review
Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers
and researchers. New York: Continuum.
Lems, K., Miller, L. D., & Soro, T. M. (2010). Teaching reading to English
language learners: Insights from linguistics. New York: The Guilford Press.
Published review
Mantero, M. (2007). Identity and second language learning: Culture, inquiry,
and dialogic activity in educational settings. Charlotte, NC: Information
Age Publishing.
Menken, K. (2008). English learners left behind: Standardized
testing as language policy. Clevedon, U.K.: Multilingual Matters. Published
review
Olsen, L. (1997). Made in America: Immigrant students in our
public schools. New York: New Press. Published
review
Orellana, M. F. (2009). Translating childhoods: Immigrant
youth, language, and culture. New Brunswick, NJ: Rutgers University Press.
Published review
Portes, A., & Rumbaut, R. G. (2001). Legacies: The story
of the immigrant second generation. Berkeley: University of California Press.
Roediger, D. R. (2005). Working towards Whiteness: How America's immigrants
became White. New York: Basic Books. Published
review
Rong, Z. L., & *Preissle, J. (1998). Educating immigrant students: What
we need to know to meet the challenges. Thousand Oaks, CA: Corwin.
Rumbaut, R. G., & Portes, A. (2001). Ethnicities: Children
of immigrants in America. Berkeley: University of California Press.
Salomone, R. C. (2010). True American: Language, identity, and the education
of immigrant children. Cambridge, MA: Harvard University Press. Published
review
Schildkraut, D. J. (2007). Press "ONE" for English: Language policy,
public opinion, and American identity. Princeton, NJ: Princeton University
Press.
Suárez-Orozco, C., & Suárez-Orozco, M. M. (2001). Children
of immigration. Cambridge, MA: Harvard University Press. Published
review
Trumbull, E., Rothstein-Fisch, C., Greenfield, P.M., & Quiroz,
B. (2001). Bridging cultures between home and school: A guide for teachers,
with a special focus on immigrant Latino families. Mahwah, NJ: Erlbaum.
Wiley, Te. G., Lee, J. S., & Rumberger, R.l W. (Eds.) (2009). The education
of language minority immigrants in the United States. Bristol, UK: Multilingual
Matters. Published review
MULTICULTURAL EDUCATION/CULTURAL DIVERSITY
Au, K. H. (1993). Literacy instruction in multicultural settings.
Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
Au, K. H. (2006). Multicultural issues and literacy achievement. Mahwah,
NJ: Lawrence Erlbaum. Published
review
Au, W. (Ed.) (2009). Rethinking multicultural education: Teaching for racial
and cultural justice. Milwaukee, WI: Rethinking Schools. Published
review
Banks, J.A. (2001). Cultural diversity and education: Foundations, curriculum,
and teaching. Boston: Allyn & Bacon.
Compton-Lilly, C. (Ed.) (2009). Breaking the silence: Recognizing the social
and cultural resources students bring to the classroom. Newark, DE: International
Reading Association. Published
review
Delpit, L. (1995). Other people's children: Cultural conflict in the classroom.
New York: New Press.
Delpit, L., & Dowdy, J. K. (Eds.) (2002).The skin that we speak: Thoughts
on language and culture in the classroom. New York: The New Press.Published
review Published
review
Student Review
Diller, J. V., & Moule, J. (2005). Cultural competence: A primer for
educators. Belmont, CA: Thomas/Wadsworth.
Gay, G. (2000). Culturally responsive teaching: Theory, research,
and practice. New York: Teachers College Press.
Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.) (2005). Funds
of knowledge: Theorizing practices in households, communities, and classrooms.
New York: Routledge.
Hernandez, H. (2001). Multicultural education: A teacher's
guide to linking context, process, and content. Upper Saddle River, NJ:
Merrill/Prentice Hall.
Hollins, E. R. (1996). Culture in school learning: Revealing
the deep meaning. Mahwah, NJ: Erlbaum.
Irvine, J. J. (2003). Educating teachers for diversity: Seeing
with a cultural eye. New York: Teachers College Press. Published
review Published
review
Irvine, J., & Armento, B. (2001). Culturally responsive teaching: Lesson
planning for elementary and middle grades. New York: McGraw Hill.
King, J. E., Hollins, E. R., & Hayman, W. C. (Eds.) (1997).
Preparing teachers for cultural diversity. New York: Teachers College
Press.
Li, G. (Ed.) (2009). Multicultural families, home literacies, and mainstream
schooling. Charlotte, NC: Information Age Publishing, Inc. Published
review
Milner, H. R. (2010). Start where you are, but don't stay there: Understanding
diversity, opportunity gaps, and teaching in today's classrooms. Cambridge,
MA: Harvard Education Press. Published
review Published review
Nieto, S. (1999). The light in their eyes: Creating multicultural learning
communities. New York: Teachers College Press. Published
review Published
review
Nieto, S. (1999). Affirming diversity (3rd ed.). New York: Longman Press.
Neito, S. (2003). What keeps teachers going? New York: Teachers College
Press.
Skutnabb-Kangas, T. (2000). Linguistic genocide in education--or
worldwide diversity and human rights? Mahwah, NJ: Erlbaum. Published
review
Stephen, W. (1999). Reducing prejudice and stereotyping in
schools. New York: Teachers College Press.
Tyack, D. B. (2003). Seeking common ground: Public schools in a diverse society.
Cambridge, MA.: Harvard University Press. Published
review
Return to Index
RACE AND CULTURE: AFRICAN
AMERICAN
Adger,
C. T., Christian, D., & Taylor, O. (Eds.) (1999). Making the connection:
Language and academic achievement among African American students. Urbana,
IL: National Council of Teachers of English.
Alim, H. S., & Baugh, J. (Eds.) (2006). Talkin Black talk:
Language, education, and social change. New York: Teachers College Press.
Ball, A. F., & Lardner, T. (2005). African American literacies
unleashed: Vernacular English and the composition classroom. Carbondale,
IL: Southern Illinois University Press.
Banks, A. J. (2005). Race, rhetoric, and technology: Searching
for higher ground. Mahwah, NJ & Urbana, IL: Erlbaum and National Council
of Teachers of English.
Baugh, J. (1999). Out of the mouths of slaves: African-American
language and educational malpractice. Austin: University of Texas Press.
Baugh, J. (2000). Beyond Ebonics: Linguistic pride and racial
prejudice. New York: Oxford University Press. Published
review Published
review Student
review
Brown, R. N. (2009). Black girlhood celebration: Toward a
hip-hop feminist pedagogy. NY: Peter Lang Publishing. Published
review
Campbell, K. E. (2005). Gettin' our groove on: Rhetoric, language, and literacy
for the hip hop generation. Detroit: Wayne State University Press.
Delpit, L. D. (1995). Other people's children: Cultural conflict in the classroom.
New York: New Press.
Edwards, P. A., McMillon, G. T., & Turner, J. D. (2010).
Change is gonna come: Transforming literacy education for African American
students. New York: Teachers College Press.
Gilyard, K. (1996). Let's flip the script: An African American
discourse on language, literature, and learning. Detroit: Wayne State University
Press.
Hale, J. E. (2001). Learning while black. Baltimore,
MD: The Johns Hopkins University Press.
Harris, J. L., Kamhi, A. G., & Pollock, K. E. (Eds.) (2001).
Literacy in African American communities. Mahwah, NJ: Erlbaum.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers
of African American children. San Francisco: Jossey-Bass. Published
review
Lanehart, S. (2002). Sista speak! Black women kinfolk talk about language
and literacy. Austin: University of Texas Press.
Lee, C. D. (1993). Signifying as a scaffold for literary interpretation:
The pedagogical implications of an African American discourse genre. Urbana,
IL: National Council of Teachers of English.
Loewen, J. W. (2005). Sundown towns: A hidden dimension of American racism.
New York: New Press : Distributed by W.W. Norton.
Mahiri, J.(1998). Shooting for excellence: African American
and youth culture in new century schools. Urbana, IL: National Council of
Teachers of English.
Morgan, M. (2002). Language, discourse and power in African
American culture. New York: Cambridge University Press.
*Morris, J. (2010). Troubling the water: Fulfilling the promise
of quality public schooling for black children. New York: Teachers College
Press.
Paschal, A. M. (2006). Voices of African American teen fathers: "I'm
doing what I got to do". New York: Haworth Press.
Perry, T., & Delpit, L. (Eds.) (1998). The real Ebonics
debate: Power, language, and the education of African-American children.
Boston: Beacon Press.
Perry, T., Steele, C., & Hilliard, A. (Eds.) (2003). Young, gifted, and
black: Promoting high achievement among African-American students. Boston:
Beacon Press.
Pough, G. (2004).Check it while I wreck it: Black womanhood, hip-hop culture
and the public sphere. Boston: Northeastern University Press.
Richardson, E. (2003). African American literacies. New
York: Routledge. Published
review
Royster, J. J., & Simpkins, A. M. (2005). Calling cards:
Theory and practice in the studies of race, gender, and culture. Albany:
SUNY Press.
Schofield, J. W. (1989). Black and White in School: Trust,
tension, or tolerance? New York: Teachers College Press.
Smitherman, G. (2000). Talkin that talk: Language, culture,
and education in African America. New York: Routledge.
Solomon, R. P. (1992). Black resistance in high school: Forging
a separatist culture. Albany, NY: SUNY Press.
Spears-Bunton, L. A., & Powell, R. (Eds.) (2009). Toward a literacy of
promise: Joining the African American struggle. New York: Routledge. Published
review
Tatum, A. W. (2005). Teaching reading to black adolescent males: Closing
the achievement gap. Portland, ME: Stenhouse. Student
review
Tatum, A. W. (2009). Reading for their life: (Re)building the textual lineages
of African American adolescent males. Portsmouth: Heinemann.
Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria?
and other conversations about race: A psychologist explains the development
of racial identity. New York: Basic Books. Student
review
Tough, P. (2008). Whatever it takes: Geoffrey Canada's quest to change Harlem
and America. New York: Houghton Mifflin.
Wallace-Sanders, K. (2008). Mammy: A century of race, gender and southern
memory. Ann Arbor, MI: University of Michigan Press.
Watkins, A., P. (2009). Sisters of hope, looking back, stepping forward:
The educational experiences of African-American women. New York Peter Lang.
Published review
Young, V. A.. (2007). Your average nigga: Performing race, literacy, and
masculinity. Detroit: Wayne State University Press.
Young, V. A., with Tsemo, B. H. (Eds.) (2011). From bourgeois to boojie:
Black middle-class performances. Detroit: Wayne State University Press.
RACE AND CULTURE: ASIAN AMERICAN
Ko, D., JaHyun, K. H., & Piggott, J. R. (Eds.) (2003). Women and Confucian
cultures. Berkeley, CA: University of California Press.
Kurashige, L., & Murray, A. Y. (Eds.) (2003). Major problems in Asian
American history: Documents and essays. Boston: Houghton Mifflin.
Lee, S. J. (1996). Unraveling the model minority stereotype. New York:
Teachers College Press.
Li, G. (2005). Culturally contested pedagogy: battles of literacy and schooling
between mainstream teachers and Asian immigrant parents. Albany, NY: SUNY.
Min, P. G. (2005). Asian Americans: Contemporary trends and issues. Thousand
Oaks, CA.: Pine Science Press.
Park, C. C., Endo, R., & Lan, X. R. (Eds.) (2009). New perspectives on
Asian American parents, students, and teacher recruitment. Charlotte, NC:
Information Age Publishing. Published
review
Said, E. W. (1979). Orientalism. New York: Vintage.
Tuan, M. (1998). Forever foreigners or honorary Whites?: The Asian ethnic
experience today. New Brunswick, NJ: Rutgers University Press.
Ty, E. R., & Goellnicht, D. C. (Eds.) (2004). Asian North American identities:
Beyond the hyphen. Bloomington, IN: Indiana University Press.
Wu, F. H. (2002). Yellow: Race in American beyond black and white. New
York: Basic Books.
Zia, H. (2000). Asian American dreams: The emergence of an American people.
New York: Farrar, Strauss and Giroux.
RACE AND CULTURE: LATIN@,
HISPANIC, & CHICANO
Cantú, N., & Fránquiz, M. E. (Eds.) (2010). Inside the
Latin@ experience: A Latin@ studies reader. New York: Palgrave-MacMillan.
Denner, J., & Guzman, B. L. (Eds.) (2006). Latina girls: Voices of adolescent
strength in the U. S. New York: NYU Press.
Flores-Gonzalez, N. (2002). School kids/street kids: Identity development
in Latino students. New York: Teachers College Press. Published
review Student
review
Gándara, P. C. (1995). Over the ivy walls: The educational
mobility of low-income Chicanos. Albany: SUNY Press.
Gándara, P., & Contreras, F. (2009). The Latino
education crisis: The consequences of failed social policies. Cambridge,
MA: Harvard University Press. Published
review
Gibson, M. A., Gandara, P. C., & Koyama, J. P. (2004). School
connections: U.S. Mexican youth, peers, and school achievement. New York:
Teachers College Press.
Jones, T. G., & Fuller, M. L. (2003). Teaching Hispanic
children. Boston: Allyn and Bacon.
Kells, M. H., Balester, V., & Villanueva, V. (Eds.) (2004).
Latino/a discourses: On language, identity, and literacy education. Portsmouth,
NH: Heinemann.
Noguera, P., Hurtado, A., & Fergus, E. (Eds.) (2011). Invisible no
more: Understanding the disenfranchisement of Latino men and boys. New York:
Routledge.
Pedraza, P., & Rivera, M. (Eds.) (2005). Latino education:
An agenda for community action research. Mahwah, NJ: Erlbaum.
Ream, R. K. (2004). Uprooting children: Mobility, social capital,
and Mexican-American underachievement. New York: LFB Scholarly Publishing.
Romo, H., & Falbo, T. (1996). Latino high school graduation: Defying
the odds. Austin: University of Texas Press.
Suárez-Orozco, M., & Páez, M. (2002). Latinos: Remaking
America. Berkeley: David Rockefeller Center for Latin American Studies &
University of California Press. Published
review
Valdés, G. (1996). Con respecto. New York: Teachers
College Press. Published
review
Valdés, G., Capitelli, S.,& Alvarez, L. (2011). Latino children
learning English: steps in the journey. New York: Teachers College Press.
Published review
Valencia, R. R. (2002). Chicano school failure and success:
Past, present and future. New York: Routledge/Falmer.
Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the
politics of caring. Albany, NY: SUNY Press. Published
review
Valverde, L. A. (2006). Improving schools for Latinos: Creating better learning
environments. Lanham, Md.: Rowman & Littlefield Education.
RACE AND CULTURE: NATIVE AMERICAN
Cajete, G. (1994). Look to the mountain: An ecology of indigenous education.
Durango, CO: Kvaki' Press.
Connell-Szasz, M. (1999). Education and the American Indian: The road to
self- determination since 1928. Albuquerque: University of New Mexico Press.
Deloria, V., & Wildcat, D. (2001). Power and place: Indian education
in America. Golden, CO: Fulcrum Resources.
Jacobs, D. T. (1998). Primal awareness: A true story of survival, transformation
and awakening with the Rarámuri Shamans of Mexico. Rochester, VT:
Inner Traditions International.
Jacobs, D. T., & Jacobs-Spencer, J. (2001). Teaching virtues: Building
character across the curriculum. Lanham, MD: Scarecrow Press.
McCarty, T. L. (2002). A place to be Navajo: Rough Rock and the struggle
for self-determination in Indigenous schooling. Mahwah, NJ: Erlbaum.
McCarty, T. L. (2005). Language, literacy, and power in schooling. Mahwah,
NJ: Erlbaum.
McCarty, T. L., & Lomawaima, K. T. (2006). To remain an Indian: Lessons
in democracy from a century of Native American education. New York: Teachers
College Press.
McCarty, T. L., & Zepeda, O. (2006). One voice, many voices: Recreating
indigenous language communities. Tempe, AZ: Center for Indian Education.
Tall Bull, L. (2007). Preserving our histories for those approaches to literacy
in development, ethnography, and education. New York: Longman.
Ward, C. J. (2005). Native Americans in the school system: Family, community,
and academic achievement. Lanham, MD: AltaMira Press
RACE AND CULTURE: WHITENESS
Berger, M. (1999). White lies: Race and the myths of Whiteness.
New York: Farrar, Straus and Giroux.
Bonnett, A. (2000). White identities: Historical and international perspectives.
Upper Saddle River, NJ: Prentice Hall.
Brander Rasmussen, B., Klinenberg, E., Nexica, I., & Wray, M. (Eds.) (2001).
The making and unmaking of Whiteness. Durham, NC: Duke University Press.
Bush, M. E. L. (2004). Breaking the code of good intentions: Everyday forms
of Whiteness. Lanham, MD: Rowman and Littlefield.
Dyer, R. (1997). White. New York: Routledge.
Frankenberg, R. (1993). White women, race matters: The social
construction of Whiteness. Minneapolis: University of Minnesota Press.
Garner, S. (2007). Whiteness: An introduction. New York: Routledge
Hage, G. (1997). White nation: Fantasies of White supremacy in a multicultural
society. Annandale, NSW: Pluto Press.
Hill, M. (1997). Whiteness: A critical reader. New York:
NYU Press.
Hill, M. (2004). After Whiteness: Unmaking an American majority. New
York: NYU Press.
Lipsitz, G. (2006). The possessive investment in Whiteness: How White people
profit from identity politics. Philadelphia: Temple University Press.
Perry, P. (2002). Shades of white: White kids and racial identity in high
school. Durham, N.C.: Duke University Press.
Roediger, D. (1991). The wages of Whiteness: Race and the making of the American
working class. London: Verso.
Sashedri-Crooks, K. (2000). Desiring Whiteness: A Lacanian analysis of race.
New York: Routledge.
Young, R. (1990). White mythologies: Writing history and the West. New
York: Routledge.
RACE AND CULTURE: GENERAL/OTHER
Alcoff, L. M., & Mendieta, E. (Eds.) (2003). Identities:
Race, class, gender and nationality. Malden, MA: Blackwell.
Bolgatz, J. (2005). Talking race in the classroom. New York: Teachers
College Press.
Bonilla-Silva, E. (2003). Racism without racists: Color-blind racism and
the persistence of racial inequality in the United States. Lanham, MD: Rowman
& Littlefield.
Brunsma, D. L. (Ed.) (2005). Mixed messages: Multiracial identities in the
"color-blind" era. New York: Lynne Rienner.
Christerson, B., Edwards, K. L., & Flory, R. (2010). Growing up in America:
The power of race in the lives of teens. Stanford, CA: Stanford University
Press. Published review
Everett, A. (Ed.) (2008). Learning race and ethnicity: Youth and digital
media. Cambridge, MA: MIT Press.
*Fecho, B. (2003). "Is this English?": Race, language, and culture
in the classroom. New York: Teachers College Press.
Fine, M., Weis, L., Pruitt, L. & Burns, A. (2004). Off
white: Essays on race, power and resistance. New York: Routledge.
Howard, T. C. (2010). Why race and culture matter in schools: Closing the
achievement gap in America's classrooms. New York: Teachers College Press.
Published review Published
review Published review
Landsman, J., & Lewis, C. (2006). White teachers/diverse classrooms:
A guide to building inclusive schools, promoting high expectations, and eliminating
racism. Sterling, VA: Stylus.
Obidah, J., & Teel, K. (2001). Because of the kids: Facing
racial and cultural differences in schools. New York: Teachers College Press.
Pollock, M. (2005). Colormute: Race talk dilemmas in an American school.
Princeton, NJ: Princeton University Press.
Rogoff, B. (2003). The cultural nature of human development. New York:
Oxford University Press.
Sarroub, L. K. (2005). All American Yemeni girls: Being Muslim in a public
school. Philadelphia: University of Pennsylvania Press.
Schoem, D. (Ed.) (1991). Inside separate worlds: Life stories of young Blacks,
Jews and Latinos. Ann Arbor: The University of Michigan Press.
Singleton, G. E., & Linton, C. (2005). Courageous conversations about
race: A field guide for achieving equity in schools. Thousand Oaks, CA:
Corwin.
Wyatt, J. (2004). Risking difference: Identification, race, and community.
Albany, NY: SUNY Press.
SOCIOECONOMIC STATUS (SES), SOCIAL CLASS,
& POVERTY
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment
to equity will determine our future. New York: Teachers College Press. Published
review
Dunbar-Odom, D. (2007). Defying the odds: Class and the pursuit
of higher literacy. Albany, NY: SUNY Press.
Eckert, P. (1989). Jocks & burnouts: Social categories
and identity in high school. New York: Teachers College Press.
Elder, G. H., & Conger, R. (2000). Children of the land:
Adversity and success in rural America. Chicago: University of Chicago Press.
Healey, J. F. (2005). Race, ethnicity, gender, and
class: The sociology of group conflict and change. Newbury Park, CA: Pine
Forge.
Hicks, D. (2002). Reading lives: Working-class children and literacy learning.
New York: Teachers College Press.
Jensen, E. (2009). Teaching with poverty in mind: What being poor does to
kids' brains and what schools can do about it. Alexandria, VA: Association
for Supervision and Curriculum Development. Published
review
Kozol, J. (1992). Savage inequalities: Children in America's
schools. New York: Harper Perennial. Student
review
Kozol, J. (1995). Amazing grace: The lives of children and the conscience
of a nation. New York: HarperPerennial. Published
review Published review
Kozol, J. (2006). The shame of the nation: The restoration
of apartheid schooling in America. New York: Three Rivers Press. Published
review Published review
Lareau, A. (2003). Unequal childhoods: Class, race, and family
life. Berkeley and Los Angeles: University of California Press. Published
review
LeCompte,
M. D., & Dworkin, A. G. (1991). Giving up on school: Student dropouts
and teacher burnouts. Thousand Oaks, CA: Corwin. Published
review
Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate:
Social background differences in achievement as children begin school. Ann
Arbor, MI: Economic Policy Institute.
Lin, A. C., & Harris, D. R. (2008). The colors of poverty: Why racial
and ethnic disparities exist. New York: Russell Sage Foundation. Published
review
Lindsey, D. B., Jungwirth, L. D., Pahl, J. V. N. C., & Lindsey, R. B. (2009).
Culturally proficient learning communities: Confronting inequities through
collaborative curiosity. Thousand Oaks, CA: Corwin. Published
review
McDermott, M. (2006). Working-class white: The making and unmaking of race
relations. Berkeley, CA: University of California Press.
*Portes, P. R. (2005). Dismantling educational inequality:
A cultural-historical approach to closing the achievement gap. New York:
Peter Lang.
Rose, M. (2005). Lives on the boundary: A moving account of the struggles
and achievements of America's educationally unprepared. New York: Penguin.
Rosenbaum, J. E. (2001). Beyond college for all: Career paths
for the forgotten half. New York: Russell Sage Foundation.
Sacks, P. (2009). Tearing down the gates: Confronting the
class divide in American education. Berkeley: University of California Press.
Student review
Published review
San Antonio, D. M. (2004). Adolescent lives in transition: How social class
influences the adjustment to middle school. Albany: State University of
New York Press.
Schwartz-Nobel, L. (2002). Growing up empty: The hunger epidemic in America.
New York: HarperCollins.
*Smagorinsky, P., & *Taxel, J. (2005). The discourse of character education:
Culture wars in the classroom. Mahwah, NJ: Erlbaum.
**Souto-Manning, M. (2010). Freire, teaching, and learning: Culture circles
across contexts. New York. Peter Lang. Published
review
Van Galen, J. A., & Noblit, G. W. (Eds.) (2007). Late to class: Social
class and schooling in the new economy. Albany, NY: SUNY Press.
Return to Index
TRACKING
Lucas, S. R. (1999). Tracking inequality: Stratification and
mobility in American high schools. New York: Teachers College Press.
Mehan, H., Villanueva, I., Hubbard, L., & Lintz, A. (1996). Constructing
school success: The consequences of untracking low-achieving students. New
York: Cambridge University Press.
Oakes, J. (1985). Keeping track: How schools structure inequality.
New Haven, CT: Yale University Press. Student
review
Oakes, J., & Saunders, M. (2008). Beyond tracking: Multiple
pathways to college, career, and civic participation. Cambridge, MA: Harvard
Education Press. Published
review
Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs
of all learners. Alexandria , VA : Association for Supervision and Curriculum
Development.
Wheelock, A. (1992). Crossing the tracks: How "untracking"
can save America's schools. New York: New Press.
URBAN EDUCATION
Alonso, G., Anderson, N. S., Celina, S., & Theoharris, J. (2009). Our
schools suck: Students talk back to a segregated nation on the failures of urban
education. New York: New York University Press. Published
review
Anyon, J. (1997). Ghetto schooling: A political economy of urban educational
reform. New York: Teachers College Press. Published
review
Ayers, W., Ladson-Billings, G., Michie, G., & Noguera, P. (Eds.) (2008).
City kids, city schools: More reports from the front row. New York: New
Press.
Cornbleth, C. (2008). Diversity and the new teacher: Learning
from experience in urban schools. New York: Teachers College Press.
Cushman, E. (1998). The struggle and the tools: Oral and literate
strategies in an inner city community. Albany, NY: SUNY Press.
Dance, L. J. (2002). Tough fronts: The impact of street culture
on schooling. New York: RoutledgeFalmer. Published
review
Duncan-Andrade, J. M. R., & Morrell, E.. (2008).The art of critical pedagogy:
Possibilities of moving from theory to practice in urban schools. New York:
Peter Lang. Published
review
Dunier, M. (2000). Sidewalk. New York: Farrar, Straus and Giroux. Published
review
Fine, M. (1991). Framing dropouts: Notes on the politics of
an urban high school. Albany: SUNY Press.
Fine, M., & Weis, L. (1998). The unknown city: Lives of poor and working
class young adults. Boston: Beacon Press.
Fisher, M. T. (2007). Writing in rhythm: Spoken word poetry in urban classrooms.
New York: Teachers College Press.
Flower, L., Long, E., & Higgins, L. (2000). Learning to rival: A literate
practice for intercultural inquiry. Mahwah, NJ: Erlbaum.
Grant, G. (2009). Hope and despair in the American city: Why there are no
bad cchools in Raleigh. Cambridge, MA: Harvard University Press. Published
review
Li, G. (2007). Culturally contested literacies: America's rainbow underclass
and urban schools. New York: Routledge.
Michie, G. (1999). Holler if you hear me: The education of
a teacher and his students. New York: Teachers College Press. Published
review
Morrell, E. (2007). Critical literacy and urban youth: Pedagogies
of access, dissent, and liberation. New York: Routledge.
Murrell, P. C. (2007). Race, culture, and schooling: Identities of achievement
in multicultural urban schools. Mahwah, NJ: Erlbaum.
Neuman, S. B. (2009). Changing the odds for children at risk: Seven essential
principles of educational programs that break the cycle of poverty. New
York: Teachers College Press. Published
review
Noguera, P. (2003). City schools and the American Dream: Reclaiming the promise
of public education. New York: Teachers College Press. Published
review Published
review Published
review
Tuck, E. (2011). Urban youth and school pushout: Gateways, get-aways, and
the GED. New York: Routledge
Weinstein, S. (2009). Feel these words: Writing in the lives of urban youth.
Albany: SUNY Press.
YOUTH, HOME, AND COMMUNITY CULTURE
Alim, H. S. (2006). Roc the mic right: The language
of hip hop culture. New York: Routledge.
*Alvermann, D. E. (Ed.) (2002). Adolescents and literacies
in a digital world. New York: Peter Lang.
*Alvermann, D. E. (Ed.) (2010). Adolescents' online literacies:
Connecting classrooms, digital media, and popular culture. New York: Peter
Lang.
Bennett, A., & Kahn-Harris, K. (Eds.). (2004). After subculture: Critical
studies in contemporary youth culture. New York: Palgrave Macmillan.
Black, R. W. (2008). Adolescents and online fan fiction. New York: Peter
Lang.
Books, S. (Ed.) (2007). Invisible children in the society and its schools.
New York: Routledge.
Campbell, N. (Ed.). (2004). American youth cultures. New York: Routledge.
Cintron, R. (1997). Angels' Town: Chero ways, gang life, and rhetorics of
the everyday. Boston: Beacon Press.
Crossley, M. (2007). Changing educational contexts, issues and identities.
New York: Routledge.
Dyson, A. Haas (2003). The brothers and sisters learn to write: Popular literacies
in childhood and school cultures. New York: Teachers College Press.
Flower, L. (2008). Community literacy and the rhetoric of public engagement.
Carbondale, IL: Southern Illinois University Press.
Foster, H., & Nosol, M. C. (2008). America's kids: Teaching English/Language
Arts in today's forgotten high schools. Portsmouth, NH: Heinemann. Published
review
Gause, C. P. (2008). Integration matters: Navigating identity, culture, and
resistance. New York: Peter Lang.
Goldblatt, E. (2007). Because we live here: Sponsoring literacy beyond the
college curriculum. Cresskill, NJ: Hampton Press.
**Hagood, M. C., *Alvermann, D. E., & **Heron-Hruby, A. (2009). Bring
it to class: Unpacking pop culture in literacy learning. New York: Teachers
College Press. Published review
Hawisher, G. E., & Selfe, C. L. (Eds.) (2007). Gaming lives in the twenty-first
century: Literate connections. Basingstoke, NY: Palgrave Macmillan.
Hermes, J. (2005). Re-reading popular culture: Rethinking gender, television
and popular media audiences. Malden, MA: Blackwell.
Hill, M. L. (2009). Beats, rhymes, and classroom life: Hip-hop
pedagogy and the politics of identity. New York: Teachers College Press.
Published Review Student
review
Hill, M. L., & Vasudevan, L. (Eds.) (2008). Media, learning,
and sites of possibility. New York: Peter Lang. Student
review
Hodkinson, P., & Deicke, W. (2007). Youth cultures: Scenes, subcultures
and tribes. New York: Routledge,
Hull, G., & Schultz, K. (2002). School's out!: Bridging
out-of-school literacies with classroom practice. New York: Teachers College
Press.
Ibrahim, A., Alim, H. S., & Pennycook, A. (2008). Global linguistic flows:
Hip hop cultures, youth identities, and the politics of language. New York:
Routledge.
Kohl, H. R. (1994). "I won't learn from you": And other thoughts
on creative maladjustment. New York: New Press.
Lareau, A. (2000). Home advantage: Social class and parental intervention
in elementary education. New York: Rowman & Littlefield Publishers.
Lee, C. D. (2007). The role of culture in academic literacies: Conducting
our blooming in the midst of the whirlwind. New York: Teachers College Press.
Lewis, C. (2001). Literary practices as social acts: Power, status, and cultural
norms in the classroom. Mahwah, NJ: Erlbaum.
Lewis, C., Enciso, P. E., & Moje, E. B. (Eds.) (2007). Reframing sociocultural
research on literacy: Identity, agency, and power. Mahwah, NJ: Erlbaum.
Long, E. (2008). Community literacy and the rhetoric of local publics.
West Lafayette, IN: Parlor Press.
Marsh, J., & Millard, E. (2000). Literacy and popular culture: Using
children's culture in the classroom. London: Paul Chapman Publishing.
Parks, S. (2010). Gravyland: Writing beyond the curriculum in the city of
brotherly love. Syracuse: Syracuse University Press.
Rosen, L. (2010). Rewired: Understanding the igeneration and the way they
learn. New York: Palmgrave Macmillian.
Scott, J. C., Straker, D. Y., & Katz, L. (Eds.) (2009). Affirming students'
right to their own language: Bridging language policies and pedagogical practices.
Urbana, IL & New York: The National Council of Teachers of English &
Routledge. Published review
Smith, D., & Whitemore, K. F. (2006). Literacy and advocacy in adolescent
family, gang, school, and juvenile court communities: Crip 4 life. Mahwah,
NJ: Erlbaum.
Smyth, J., Angus, L., Down, B., & McInerney, P. (2008). Critically engaged
Learning: connecting to young lives. New York: Peter Lang.
Thomas, A. (2007). Youth online: Identity and literacy in the digital age.
New York: Peter Lang.
Zamel, V., & Spack, R. E. (1998). Negotiating academic
literacies: Teaching and learning across languages and cultures. Mahwah,
NJ: Erlbaum.
Return to Index
BOOKS ABOUT BOOK CLUBS [Note: These books are not
for your book clubs in 3461, but are listed in case you are interested in reading
more about book clubs as a method for teaching literature.]
Appleman, D. (2006). Reading
for themselves: How to transform adolescents into lifelong readers through out-of-class
book clubs. Portsmouth, NH: Heinemann.
*Faust, M., **Cockrill, J., **Hancock, C., & **Isserstadt, H. (2005). Student
book clubs: Improving literature instruction in middle and secondary schools.
Norwood, MA: Christopher Gordon.
McMahon, S. I., & Raphael, T. E., with V. J. Goatley & L. S. Pardo.
(1997). The book club connection: Literacy learning and classroom talk.
New York: Teachers College Press.
O'Donnell-Allen, C. (2006).
The book club companion: Fostering strategic readers in the secondary classroom.
Portsmouth, NH: Heinemann.
O'Donnell-Allen, C. (2011).
Tough talk/Tough texts: Teaching English to save the world. Portsmouth,
NH: Heinemann.
Book Clubs: A comprehensive
guide to discount book clubs and reading groups.
The
Literature Network: Book Club Procedures
Literature
Circles: Voice and Choice in Book Clubs and Reading Groups By Harvey Daniels
Literature
Discussion Groups: Guidelines for Moderators: A Book Club Approach
Giving Readers
a Voice: Book Discussion Groups
Ten Tips
for Starting and Running a Successful Book Club
Reading Group Center
Book Browse
BookSpace Book Clubs
Links and Additional Reading Lists for Culture and Education
Links
http://www.ithaca.edu/wise/topics/multicultural.htm
http://digitalequity.edreform.net/portal/digitalequity/equitydimensionrelevant
Reading Lists
http://classweb.gmu.edu/cip/g/gr/gr-refs.htm
http://www.discourses.org/Bib/biblio-multiculturalism.htm
http://educ.queensu.ca/~equity/books/race_1997_1999.html
http://www.edchange.org/multicultural/references.html
http://wrt-howard.syr.edu/Bibs/Race.htm