Foundations of Education and Diversity in American Schools

Foundations of Education and Diversity in American Schools describes and examines the foundations for education in U.S. schools. The text is designed to prepare readers with initial background information and knowledge about the system of education in the United States as well as how that system attempts to be responsive to the diversity represented across the United States. 

The authors have organized the book by chapters and themes in order to better unpack the complexity of schooling in the U.S. Each chapter has its own perspective and its own style, taking on issues of what it means to be an educator in contemporary schools. 

In Chapter 2, Gathering Around the Narrative: A Dialogue on the Histories of American Public Education, the authors examine critical notions of history and the stories we tell. Unique in their take on this topic is an emphasis on a multicultural perspective. recognizing that history is told from different perspectives and that telling just one story of how schools developed would leave out the experiences of many communities. In Chapter 3, The Politics of American Education: Legal Foundations and the Role of Schools in Communities, Byker examines the politics and the legal foundations of education in the United States. In Chapter 4, Educational Psychology and Learning Theories, Lopuch provides a primer on the scientific theories that dominate thinking about how students learn. In Chapter 5, Looking Into Classrooms: What is the Work of Educators?, the authors take a “look into classrooms” to consider the instructional strategies that dominate the approach to teaching in American schools. In Chapter 6, Cultural Competence, Multicultural Education, and Culturally Responsive Teaching, Gladney examines the diversity of contemporary American schools from the perspective of multicultural education. In Chapter 7, Global Education and Global Ready Learning, Byker examines the emergence of global competencies in American schools. In Chapter 8, Stories that Inspire, the authors share narratives from practicing teachers who offer their “why” – their passion for education. In Chapter 9, Education Outside the Mainstream: Careers in Service of Diverse Learners, the authors take a look at the bigger picture of how schools serve the diverse needs of children and share perspectives of professionals who support the work in schools beyond the traditional role of teacher. 

This text guides readers as they begin to think of themselves less like students and more like future teachers – an important event in the path to forming an identity as a teacher! As readers progress in their reading and exploration of this text, consider how their own teacher identity is being supported and challenged. Such reflection is critical to their development as a teacher.