Edited by: James A. Banks, Marcelo M. Suárez-Orozco, Miriam Ben-Peretz
Publication Date: September 30, 2016
Series: Multicultural Education Series
Mass migration and globalization are creating new and deep challenges to education systems the world over. In this volume, some of the world’s leading researchers in multicultural education and immigration discuss critical issues related to cultural sustainability, structural inclusion, and social cohesion. The authors consider how global migration is forcing nation-states to reexamine and reinvent the ways in which they socialize and educate diverse groups for citizenship and civic engagement. These chapters also address how schools can help migrant and immigrant groups attain the knowledge, values, and skills required to become fully participating citizens, while retaining important aspects of their home, community, languages, and culture. Case studies from the United States and Israel are used to illustrate how these concepts are manifested in two immigrant nations.
James A. Banks holds the Kerry and Linda Killinger Endowed Chair in Diversity Studies and is the founding director of the Center for Multicultural Education at the University of Washington, Seattle. His books include Educating Citizens in a Multicultural Society, Second Edition. He received the Friday Institute for Educational Innovation 2022 Medal Award honoring significant, distinguished, and enduring contributions to education through advocating for innovation, advancing education, and imparting inspiration. Marcelo M. Suárez-Orozco is the Wasserman Dean at the UCLA Graduate School of Education and Information Studies. Miriam Ben-Peretz is professor emerita and former dean at the faculty of education at the University of Haifa.
"This pioneering volume is required reading for anyone interested in immigration, second generation youth, education, and race or ethnic relations."
—Teachers College Record
"A highly readable and stimulating book, this volume should be required reading for scholars and teacher educators committed to social justice and citizenship education designed for the 21st century. In light of current political realities, the adoption of the suggestions contained in its pages could not hold greater urgency."
—Theory & Research in Social Education
“The editors of Global Migration, Diversity, and Civic Education: Improving Policy and Practice, assembled a highly talented and diverse group of international authors who produced a welcomed volume to the literature on transformative multicultural civic education when Globalisation defines our era.”
“ Global Migration, Diversity, and Civic Education leaves readers with critical elements to incorporate a substantive and attainable civic education for migrant students. Embedded within a critical multicultural orientation, recommendations point to a transformative conception of civic education so that multiple cultures can thrive together.”
“The authors have masterfully assembled an invaluable guide to understanding the multiple complexities and challenges involved in designing a transformative multicultural civic education that enables individuals to be democratically consequential citizens locally, nationally, and globally. The theoretical chapters and case studies set an indispensable agenda for promising research and progressive educational policies and practices for not only immigrant populations, but also for all students in an increasingly interconnected world.”
—Robert F. Arnove, Chancellor’s Professor Emeritus of Educational Leadership and Policy Studies, Indiana University, Bloomington.
"Drawing on scholarship from diverse national contexts related to the challenges and opportunities posed by globalization and immigration, authors in this impressive volume offer valuable insights to teachers, teacher educators, and researchers concerned with preparing youth to be participating democratic citizens of cultural, national, and global communities."
— Carole L. Hahn, Charles Howard Candler Professor of Educational Studies, Emory University
What will education for citizenship need to be and do in a world of schooled societies, transnational migrations, hegemonic language pressures, and religious, social, and class conflict? In this important new book, Global Migration, Diversity, and Civic Education, visionary scholar of multicultural education James Banks and two of his colleagues, Marcelo Suárez-Orozco and Miriam Ben-Peretz, have challenged a multi-disciplinary group of authors to address this question. Their answers, firmly grounded in research in two modern, diverse societies, the United States and Israel, outline a set of urgent issues for both scholars and practitioners committed to the fuller expression worldwide of education for democracy.
—Margaret Crocco, Professor/Chairperson, Department of Teacher Education, Michigan State University
"The editors have assembled an impressive group of scholars to take on one of the most vexing issues facing nation-states throughout the world—the movement of people as a result of various factors. They have assembled a stellar group of scholars to take up these issues and offer potent insights into the kinds of research questions that emerge from global migration. This volume will make a significant contribution to the immigration/migration literature. The strength of this volume is that it looks at immigration across a number of nation-states and integrates the migration question into issues related to teaching and learning as well as teacher preparation." —Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison
"This timely and visionary book describes how global migration and diversity create a pressing need for high quality civic education programs, even while they complicate the design and implementation of those initiatives. Using examples and case studies from different nations, it highlights research, theory, and practices that can be used to help all students become effective and engaged citizens."
—Linda Darling-Hammond, Charles E. Ducommun Professor of Education Emeritus, Stanford, University and President of the Learning Policy Institute
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