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商品簡介
General approaches to multiculturalism run the risk of overlooking an increasingly diverse student population that deserves special consideration and attention — students from immigrant backgrounds whose families toil the fields in order to provide better educational opportunities for their children. This book is to guide educators to think deeply about their roles and responsibilities in the education of children of farmworker families in our nation’s schools. Readers will view their classrooms, schools, the districts, and the migrant programs they lead in a broad and inclusive manner through the lens of Cultural Proficiency. The initial steps when embracing Cultural Proficiency entails thinking reflectively about one’s own values and behaviors and the school’s policies and practices toward children of farmworker families. Cultivating a willingness, openness and commitment to meeting the challenges and opportunities of this often-invisible aspect of diversity is an important first step for the development of effective educational practices for migrant students and their families. The cultural proficiency framework can inform staff development models for working effectively with migrant students and their families.
作者簡介
Dr. Reyes L. Quezada is a professor in the Department of Learning and Teaching in the School of Leadership and Education Sciences where his research focus is in bilingual education, equity, cultural proficiency, parent involvement, international education, inclusion and diversity. Born in San Juan de Los Lagos, Jalisco, Mexico he immigrated to the U.S at the age of seven. His father was a migrant farmworker who participated in the U.S. Bracero program (U.S. Guest Worker).
Dr. Fernando Rodriguez-Valls is Associate Professor at California State University, Fullerton. He has created partnerships with school districts, local educational agencies and universities to develop and implement community-based [bi]literacy programs. Dr. Rodriguez-Valls’ work focuses on equitable instructional practices for second language learners and migrant students as well as on the socio-cultural factors affecting their academic achievement, educational continuity and school engagement.
Dr. Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has a practice centered on educational consulting and issues related to diversity. He has served as a teacher, an administrator, executive director of a non-profit corporation. He served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. He served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. He has co-authored several books and articles on Cultural Proficiency.
Dr. Fernando Rodriguez-Valls is Associate Professor at California State University, Fullerton. He has created partnerships with school districts, local educational agencies and universities to develop and implement community-based [bi]literacy programs. Dr. Rodriguez-Valls’ work focuses on equitable instructional practices for second language learners and migrant students as well as on the socio-cultural factors affecting their academic achievement, educational continuity and school engagement.
Dr. Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has a practice centered on educational consulting and issues related to diversity. He has served as a teacher, an administrator, executive director of a non-profit corporation. He served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. He served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. He has co-authored several books and articles on Cultural Proficiency.
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