Preface

Educators generally agree that education takes place in a specific sociocultural context. But we are not always clear and precise about the myriad of ways in which cultural factors influence the processes of schooling, teaching, and learning. More often than not, our insensitivity to and the lack of knowledge regarding the role of culture in education lead to unsound educational policies, ineffective school practices, and unfair assessment of learners. Accordingly, the primary purpose of this book is to examine education as a cultural phenomenon
and the implications of this perspective for schooling, multicultural education, educational development, and the processes of teaching, learning, and counseling.
Case studies, involving African American, Asian American, Hispanic American, Native American, and white American groups, are presented at the end of each chapter. The contents of individual chapters will help readers analyze the cases; also, additional sources in anthropology and education, opinions of other students, and the instructor’s guidance will be useful in gaining varied and alternative insights.
This is an introductory book on cultural foundations of education. Most of the concepts, theories, issues, and their educational ramifications will require further probing and elaboration; therefore, instructors are encouraged to introduce their own materials, experiences, and insights to these topics as well as
to the influences of political, economic, and religious variables on education and schooling.
Many people have contributed to the completion of this book. I am grateful to Pat Eppenauer, Sunok Pai, Ralph Parish, and Deloras Pemberton for their candid and insightful comments. Chris Best’s responses to the manuscript from a student’s perspective, Dong Sik Lee’s bibliographic work, and Pat Eppenauer’s meticulous editorial help have been invaluable. My special appreciation goes to Betty Jean Green for her patience and willingness to do the tedious word of revising the manuscript several times. I am also indebted to Viji Srinivasan for her generous help in dealing with many intricate maneuvers in word processing. Comments and suggestions by the following reviewers have been most helpful in enhancing the depth and breadth of the book: John Bieneke, University of Evansville; Malcolm Campbell, Bowling Green State University; Donna Cole, Wright State University; Audrey Eubanks, Mobile College; Ronald Miller, Concord College; Donald Heilman, University of Houston; David Bills, University of Iowa; Linda Valli, Catholic University; and Charles Funkhouser, University of Texas—Arlington. Finally, I am particularly grateful to David Faherty of Merrill Publishing Company for his understanding and consistent guidance in completing this project.

Young Pai