Foundational Perspectives in Multicultural EducationLongman, 2000 - 374 من الصفحات This edited volume of works encourages students to think about contemporary (post-modern) ideas regarding multiculturalism and multicultural education. The wide range of selections will inspire critical classroom discussions. |
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الصفحة 108
... called ) “ global perspectives . ” While this approach may have its merits , it is often used as a veil to hide students from ex- amining the deeply embedded racism that is at work in their everyday lives . For Sleeter , because they ...
... called ) “ global perspectives . ” While this approach may have its merits , it is often used as a veil to hide students from ex- amining the deeply embedded racism that is at work in their everyday lives . For Sleeter , because they ...
الصفحة 349
... called metanarratives . For Lyotard the postmodern condition is one in which ' grand narratives of legitimation ' are no longer credible . Postmod- ernism recognizes that canons are socially constructed and always will need to be ...
... called metanarratives . For Lyotard the postmodern condition is one in which ' grand narratives of legitimation ' are no longer credible . Postmod- ernism recognizes that canons are socially constructed and always will need to be ...
الصفحة 350
... called idiosyncratic and accidental . The movement was initiated in Germany by Friedrich Schliermacher ( 1768–1834 ) . In opposition to philosopher Immanuel Kant ( 1724-1804 ) , who emphasized the potential of a " pure , transcendental ...
... called idiosyncratic and accidental . The movement was initiated in Germany by Friedrich Schliermacher ( 1768–1834 ) . In opposition to philosopher Immanuel Kant ( 1724-1804 ) , who emphasized the potential of a " pure , transcendental ...
المحتوى
Ethnic Studies Multiculturalism | 25 |
The Afrocentric Idea in Education | 38 |
The Intellectual Imperialism | 50 |
حقوق النشر | |
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عبارات ومصطلحات مألوفة
African American American antiracist education approach argue attempt become beliefs border called challenge Chicana/o claim commitment concept concern condition constructed context course create critical Critical Pedagogy critique cultural curriculum defined democracy democratic described dialogue discourse discussion distinct diversity dominant effective equal ethnic studies example existing experience fact forms foundational gender groups human idea identify identity important individuals institutions issues knowledge language learning liberal live means minority movement multicultural education multiculturalists nature offer oppression particular person perspective philosophy pluralism political position possible postmodern practices present Press principles problem programs question race racial racism reason refers relations religious require respect response schools sense shared simply social society speak structure struggle suggests teachers teaching term theory tion tradition understanding United University values writes York