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 132
... oppression ] ... does not affect one's work , one's outlook , and most important , one's soul ” ( p . 21 ) . Multicultural ed- ucation partly means studying ourselves critically in order to listen more openly . This is not easy , and it ...
... oppression ] ... does not affect one's work , one's outlook , and most important , one's soul ” ( p . 21 ) . Multicultural ed- ucation partly means studying ourselves critically in order to listen more openly . This is not easy , and it ...
الصفحة 182
... oppression in society , and to take charge of their life circumstances . For example , Sleeter and Grant ( 1988 , p . 176 ) argue : Education that is Multicultural and Social Reconstructionist deals ... with oppression and social ...
... oppression in society , and to take charge of their life circumstances . For example , Sleeter and Grant ( 1988 , p . 176 ) argue : Education that is Multicultural and Social Reconstructionist deals ... with oppression and social ...
الصفحة 231
... oppression at both the macropolitical level of the structural organization of domination ( a transformative politics of labor rela- tions ) and the micropolitical level of different and contradictory manifesta- tions of oppression ...
... oppression at both the macropolitical level of the structural organization of domination ( a transformative politics of labor rela- tions ) and the micropolitical level of different and contradictory manifesta- tions of oppression ...
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