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 188
... dominant groups . Bourdieu and Passeron ( 1979 [ 1964 ] ) and other social scientists refer to this as the dominant group having " cultural capital . " They conclude that students from the dominant class enter schools with key cultural ...
... dominant groups . Bourdieu and Passeron ( 1979 [ 1964 ] ) and other social scientists refer to this as the dominant group having " cultural capital . " They conclude that students from the dominant class enter schools with key cultural ...
الصفحة 282
... dominant culture included the common culture of the dominant classes the government and business and cultural elites — but it was familiar to many others who were subordinate to them . And it was not merely an effect but also an ...
... dominant culture included the common culture of the dominant classes the government and business and cultural elites — but it was familiar to many others who were subordinate to them . And it was not merely an effect but also an ...
الصفحة 285
... dominant group - you might think you could proceed simply by asking what is worth teaching to American children and teaching that . This was , after all , the basis of the older curriculum ; and if that curriculum confused what was ...
... dominant group - you might think you could proceed simply by asking what is worth teaching to American children and teaching that . This was , after all , the basis of the older curriculum ; and if that curriculum confused what was ...
المحتوى
Ethnic Studies Multiculturalism | 25 |
The Afrocentric Idea in Education | 38 |
The Intellectual Imperialism | 50 |
حقوق النشر | |
14 من الأقسام الأخرى غير ظاهرة
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