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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النتائج 1-3 من 84
الصفحة 35
... groups in the United States were : ( 1 ) all knowledge claims had to be viewed as situated and recognized as partial ; ( 2 ) culture was not a unified system of shared meanings , but a system of multivocal symbols , the meanings of ...
... groups in the United States were : ( 1 ) all knowledge claims had to be viewed as situated and recognized as partial ; ( 2 ) culture was not a unified system of shared meanings , but a system of multivocal symbols , the meanings of ...
الصفحة 100
... groups , even among the most national- istic of documents.44 But these texts also framed a discourse of Chicana / o dif- ference which negatively marked relations to these groups , creating a distance from Chicana / o . Other social groups ...
... groups , even among the most national- istic of documents.44 But these texts also framed a discourse of Chicana / o dif- ference which negatively marked relations to these groups , creating a distance from Chicana / o . Other social groups ...
الصفحة 244
... groups or that want students to be taught the particular traditions of groups that they belong to . In response to what he calls " separatist rationales " Appiah invokes a public / private distinction that is com- mon to modern liberal ...
... groups or that want students to be taught the particular traditions of groups that they belong to . In response to what he calls " separatist rationales " Appiah invokes a public / private distinction that is com- mon to modern liberal ...
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