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 175
... identify the sources of this injustice and in- equity . The analysis , Giroux explains , ultimately arrives at the ... identifies crit- ical multiculturalism as the " critical referent for interrogating the racist repre- sentations and ...
... identify the sources of this injustice and in- equity . The analysis , Giroux explains , ultimately arrives at the ... identifies crit- ical multiculturalism as the " critical referent for interrogating the racist repre- sentations and ...
الصفحة 255
... identification with a group , and all that signifies to the sub- ject . Any overall theory that seeks to identify from the outside the differences that classify people must fail , on this view , because it excludes these active ...
... identification with a group , and all that signifies to the sub- ject . Any overall theory that seeks to identify from the outside the differences that classify people must fail , on this view , because it excludes these active ...
الصفحة 314
... identify with their ances- tors . Educational success entails learning something that is worthy of being publicly ... identification . We have identified two ways that schools have failed to meet the challenge of securing common values ...
... identify with their ances- tors . Educational success entails learning something that is worthy of being publicly ... identification . We have identified two ways that schools have failed to meet the challenge of securing common values ...
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