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 700 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
Book
Club Links
Menu
of Readings for Book Clubs
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
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 Latino/a 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.
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
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.
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.
Alba, R. D., & Nee, V. (2003).
Remaking the American mainstream: Assimilation and contemporary immigration.
Cambridge, MA: Harvard University Press.
Amato, P. R., & Booth,
A. (1997). A generation at risk: Growing up in an era of family upheaval.
Cambridge, MA: Harvard University Press.
Anyon, J. (1997). Ghetto schooling:
A political economy of urban educational reform. New York: Teachers College
Press. 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.
Au, K. H. (1993).
Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt
Brace Jovanovich College Publishers.
Au, Kathryn Hu-Pei (2006). Multicultural
issues and literacy achievement. Mahwah, NJ: Lawrence Erlbaum. Published
review
Baker, C. (1993). Foundations
of bilingual education and bilingualism. Bristol, PA: Multilingual Matters
Limited.
Ball, A. F., & Lardner, T. (2005). African American literacies unleashed:
Vernacular English and the composition classroom. Carbondale, IL: Southern
Illinois University Press.
Ballenger, C. (1999). Teaching other people's children: Literacy and learning in a bilingual
classroom. New York: Teachers College Press.
Banks, J.A. (2001). Cultural diversity
and education: Foundations, curriculum, and teaching. Boston: Allyn &
Bacon.
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.
Crawford, J. (1989). Bilingual
education: History politics theory and practice. Los Angeles: Bilingual
Educational Services.
Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: Studies of schools and students at work.
New York: Teachers College Press.
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
Diller, J.V., & Moule, J. (2005). Cultural competence: A primer for
educators. Belmont, CA: Thomas/Wadsworth.
Eckert, P. (1989). Jocks & burnouts:
Social categories and identity in high school. New York: Teachers College
Press.
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
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.
Fine, M., Weis, L., Pruitt, L. & Burns, A. (2004). Off
white: Essays on race, power and resistance. New York: Routledge.
Flores-Gonzalez, N. (2002). School
kids/street kids: Identity development in Latino students. New York: Teachers
College Press. Published
review
Gándara, P. C.
(1995). Over the ivy walls: The educational mobility of low-income Chicanos.
Albany: SUNY Press.
Gandara, P., & Contreras,
F. (2009). The Latino education crisis: The consequences of failed social
policies. Cambridge, MA: Harvard University Press. Published
review
Gay, G. (2000). Culturally responsive teaching: Theory, research, and
practice. New York: Teachers College Press.
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.
Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.) (2005). Funds of knowledge:
Theorizing practices in households, communities, and classrooms. New York:
Routledge.
Hale, J. E. (2001). Learning while black. Baltimore, MD: The Johns
Hopkins University Press.
Harklau, L., Losey, K.
M., & Siegal, M. (1999). Generation 1.5 meets college composition.
Mahwah, NJ: Erlbaum.
Harris, J. L., Kamhi, A. G., & Pollock, K. E. (Eds.) (2001). Literacy
in African American communities. Mahwah, NJ: Erlbaum.
Hernandez, H. 2001. Multicultural education: A teacher's guide to linking
context, process, and content. Upper Saddle River, NJ: Merrill/Prentice
Hall.
Hill, M. L. (2009). Beats,
rhymes, and classroom life: Hip-hop pedagogy and the politics of identity.
New York: Teachers College Press.
Hill, M. L., & Vasudevan,
L. (Editors). Media, learning, and sites of possibility. New York: Peter Lang.
Student
review
Hollins, E.R. (1996). Culture in school learning: Revealing the deep meaning.
Mahwah, NJ: Erlbaum.
Hull, G., & Schultz, K. (2002). School's out!: Bridging out-of-school literacies
with classroom practice. New York: Teachers College Press.
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.
Jones, T. G., & Fuller,
M. L. (2003). Teaching Hispanic children. Boston: Allyn and Bacon.
King, J. E., Hollins, E. R., & Hayman, W. C. (Eds.) (1997). Preparing teachers for cultural diversity. New York: Teachers College
Press.
Kohl, H. R. (1994). "I
won't learn from you": And other thoughts on creative maladjustment.
New York: New Press.
Kozol, J. (1992). Savage
inequalities: Children in America's schools. New York: Harper Perennial.
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
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.
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. Newbury Park, CA: Corwin.
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.
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, Ann Chih & Harris, David
R. (2008). The colors of poverty: Why racial and ethnic disparities exist.
NY: Russell Sage Foundation. Published
review
López, N. (2003).
Hopeful girls, troubled boys: Race and gender disparity in urban education.
New York: Rutledge.
Lucas, S. R. (1999). Tracking
inequality: Stratification and mobility in American high schools. New
York: Teachers College Press.
Mahiri, J.(1998). Shooting for excellence: African American and youth culture
in new century schools. Urbana, IL: National Council of Teachers of English.
Menken, K. (2008). English
learners left behind: Standardized testing as language policy. Clevedon,
England: Multilingual Matters. Published
review
Morgan, M. (2002). Language, discourse and power in African American culture.
New York: Cambridge University Press.
Morrell, E. (2007). Critical literacy
and urban youth: Pedagogies of access, dissent, and liberation. New York:
Routledge.
Nieto, S. (1999). Affirming diversity (3rd ed.). New York:
Longman Press.
Nieto, S. 1999. The light in their eyes: Creating multicultural learning
communities. New York: Teachers College Press. Published
review 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
Oakes, J. (1985). Keeping
track: How schools structure inequality. New Haven, CT: Yale University
Press. Student
review
Oakes, Jeannie & Saunders,
Marisa. (2008). Beyond tracking: Multiple pathways to college, career,
and civic participation. Cambridge, MA: Harvard Education Press. Published
review
Obidah, J. & Teel, K. 2001. Because of the kids: Facing racial and cultural differences in schools.
New York: Teachers College Press.
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.
Pedraza, P., & Rivera, M. (Eds.) (2005). Latino education: An agenda
for community action research. Mahwah, NJ: Erlbaum.
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.
Portes, A., & Rumbaut,
R. G. (2001). Legacies: The story of the immigrant second generation.
Berkeley: University of California Press.
Portes, P. R. (2005).
Dismantling educational inequality: A cultural-historical approach to closing
the achievement gap. New York: Peter Lang.
Ream, R. K. (2004). Uprooting
children: Mobility, social capital, and Mexican-American underachievement.
New York: LFB Scholarly Publishing.
Richardson, E.
(2003). African American literacies. New York: Routledge. Published
review
Roediger, D. R. (2005). Working
towards Whiteness: How America's immigrants became White. New York: Basic
Books. Published
review
Romo, H., & Falbo, T. (1996).
Latino high school graduation: Defying the odds. Austin: University
of Texas Press.
Rong, Z. L., & Preissle, J.
(1998). Educating immigrant students: What we need to know to meet the
challenges. Thousand Oaks, CA: Corwin.
Rosenbaum, J. E. (2001).
Beyond college for all: Career paths for the forgotten half. New York:
Russell Sage Foundation.
Rumbaut, R. G., &
Portes, A. (2001). Ethnicities: Children of immigrants in America.
Berkeley: University of California Press.
Sacks, P. 2007. Tearing down the gates: Confronting the class divide in
American education. Berkeley: University of California Press. Student
review
Schofield, J. W. (1989).
Black and White in School: Trust, tension, or tolerance? New York:
Teachers College Press.
Skutnabb-Kangas, T. (2000).
Linguistic genocide in education--or worldwide diversity and human rights?
Mahwah, NJ: Erlbaum. Published
review
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.
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.
Stephen, W. (1999). Reducing prejudice and stereotyping in schools.
New York: Teachers College Press.
Suárez-Orozco, C., &
Suárez-Orozco, M. M. (2001). Children of immigration. Cambridge,
MA: Harvard University Press. Published
review
Suárez-Orozco, M., &
Páez, M. (2002). Latinos: Remaking America. Berkeley: David
Rockefeller Center for Latin American Studies & University of California
Press. Published
review
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
Taylor, J. M., Gilligan,
C., & Sullivan, A. M. (1995). Between voice and silence: Women and
girls, race and relationship. Cambridge, MA: Harvard University Press.
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.
Tyack, D. B. (2003). Seeking
common ground: Public schools in a diverse society. Cambridge, MA.: Harvard
University Press. Published
review
Valdes, G. (1996). Con
respecto. 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
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
(second ed.). Albany: SUNY Press. Published
review
Zamel, V., & Spack,
R. E. (1998). Negotiating academic literacies: Teaching and learning across
languages and cultures. Mahwah, NJ: Erlbaum.
Books about Book Clubs:
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.
Links and Additional Reading Lists for Culture and
Education
Links
http://www.ithaca.edu/wise/topics/multicultural.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