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How Children Learn: Getting Beyond the Deficit Myth


reviewed by Gerry Petersen ó 2006

coverTitle: How Children Learn: Getting Beyond the Deficit Myth
Author(s): Terese Fayden
Publisher: Paradigm Publishers, Boulder
ISBN: 1594511047, Pages: 207, Year: 2005
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In today’s society, teacher training should include preparation for interacting in a multicultural and global world.  By 2010, it is estimated the minority population (non-Caucasian and not individuals of European descent) students will become the majority in California, New Mexico, Texas, Arizona, and Florida (Banks & Lynch, 1995; Fuller, 1994; Haberman & Post, 1990).  Nonetheless, the pool of teachers is becoming more Euro-cultural (Gordon, 1995; Hodgkinson, 1989), and these teachers are products of a curriculum that is entirely ethnocentric (Banks, 1987; Manson, 2000).  Therefore, teachers need an understanding of cultures to be successful in the current and future pluralistic classrooms (Gollnick, 1992; Larke, 1990; Tran, Young, & Di Lella, 1994).   Teaching from a multicultural perspective can be a challenging, but rewarding, educational experience for the students and teachers.  Although teacher training programs and school districts are starting to recognize this and complete training in multicultural education, there still seems to... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 5, 2006, p. 858-862
http://www.tcrecord.org ID Number: 12178, Date Accessed: 12/17/2017 11:01:56 AM

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About the Author
  • Gerry Petersen

    E-mail Author
    GERRY PETERSEN taught in Iowa, Wisconsin, and Arizona. As a public school teacher, Dr. Petersen taught choral and general music, drama, reading, math, and chaired general curriculum committees, and wrote arts curricula. While completing his graduate work and teaching general music, music education, and theatre courses at the University of Arizona, Dr. Petersenís research centered on multicultural education. Active as a performer, researcher, teacher, and workshop clinician, Dr. Petersen has presented at numerous local, state, and national conferences and in-service workshops. His work has been published with the VH1 Music Studio, The Orff Echo and with the Arizona Music Educators Association. Dr. Petersenís ongoing research interests include multicultural arts education, action-based research, and arts integration and mentorship, which are utilized in his current position as an integrated arts specialist and independent consultant in the Phoenix area.
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