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 204
... democracy be derisively labeled as particularistic because they have raised serious questions regarding how the canon and public school cur- riculum work to secure specific forms of cultural authority or how the dynam- ics of cultural ...
... democracy be derisively labeled as particularistic because they have raised serious questions regarding how the canon and public school cur- riculum work to secure specific forms of cultural authority or how the dynam- ics of cultural ...
الصفحة 205
... democracy and the creation of engaged and critical citizens . Bhikhu Parekh rightly argues that such an uncritical stance defines what he calls demagogic multiculturalism . For Parekh , the traditionalists ' refusal of cultural ...
... democracy and the creation of engaged and critical citizens . Bhikhu Parekh rightly argues that such an uncritical stance defines what he calls demagogic multiculturalism . For Parekh , the traditionalists ' refusal of cultural ...
الصفحة 334
... democracy , and diversity . Recent publications include " Dialogue , Difference and the Multicultural Public Sphere , " for the book Community , Difference and Di- versity : Implications for Peace ( ed . Rodopi ) ; “ Expanding the ...
... democracy , and diversity . Recent publications include " Dialogue , Difference and the Multicultural Public Sphere , " for the book Community , Difference and Di- versity : Implications for Peace ( ed . Rodopi ) ; “ Expanding the ...
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