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Edited by Zulmira Cline, Lompoc Unified School District, Juan Necochea, California State University, San Marcos and Joel H. Brown, CERD, 1999. Hardcover.
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Series Overview: Confluent education is the term for the integration of the cognitive, affective, and behavioral domains in education. Confluent educators have a rich 25-year tradition of developing theory and practice which recognize the centrality of the learner to the educational process. In a confluent model, deep learning is achieved by facilitating self-awareness and personal responsibility, and by understanding the dynamics of planned change. Although many have discussed these ideas, few have developed them into a comprehensive and effective educational model. Around the world principles of confluent education have proven relevant in a variety of social contexts such as education, health services, law, industry, social services, the military, multicultural concerns, labor relations, and religion.
The authors are adding and contributing to the merging of multicultural and confluent education from their own unique perspectives. Within various social contexts, the contributors' unique perspectives further define educational meaning and relevance through exploration of the intrapersonal and interpersonal domains. The Confluence of these domains help us better understand young people's educational and learning experiences. Similarly, ME encourages the understanding of individual and societal diversity, thereby facilitating deep learning and the formation of a positive youth identity. In a Confluent-Multicultural educational process, among multiple cultures and in increasingly diverse educational settings, it is this fundamental educational integration of the cognitive, affective and behavioral dimensions along multiple domains that facilitates deep learning and a positive youth identity.
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Introduction
A Coming Together: Confluent and Multicultural Education, Zulmara Cline and Juan Necochea.
Of Multicultural and Confluent Education, John J. Halcon.
The Convergence of CE/ME: A Working Model, Juan Necochea and Zulmara Cline.
Multicultural Perspectives on Confluent Education as Discipline-Based Inquiry, Steve Hackbarth.
Preparing Teachers for Work with Families of Diverse Backgrounds, Marianne D'Emidio-Caston.
Working with Minority Parents: An Intervention Model, Ana Ines Heras.
Making Sense of "Trouble" through Narrative, Peter Mortola.
Humanizing the Web: Web-based Instruction as an Intersection of Confluent Principles and Multicultural Education, David Georgi.
Pedagogy of the Liberated: Literacy in Ethiopia, Helena Janes.
Ideology and the Persistence of Raced and Gendered Social Arrangement in Schooling, Rita Cameron-Wedding.
The Multicultural Dynamics of Educational Change, Joel H. Brown.
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