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 139
... pluralism for social cohesion and consensus . Cultural pluralism provided the theoretical basis for policies of cultural cele- bration and affirmation to promote understanding through cultural exchange , adding a new emphasis on common ...
... pluralism for social cohesion and consensus . Cultural pluralism provided the theoretical basis for policies of cultural cele- bration and affirmation to promote understanding through cultural exchange , adding a new emphasis on common ...
الصفحة 141
... pluralism as a basis for ' Education for All ' from the Swann Report , and excluded its many and often forceful recommendations for antiracist education from its guidelines for the National Curriculum . This is quite consistent with its ...
... pluralism as a basis for ' Education for All ' from the Swann Report , and excluded its many and often forceful recommendations for antiracist education from its guidelines for the National Curriculum . This is quite consistent with its ...
الصفحة 145
... pluralism in a spirit consistent with the pragmatic tradition . They have attempted to establish a ' more broadly con- ceived multicultural education ' ( Lynch , 1987 , p . 9 ) by incorporating elements of antiracist education . As ...
... pluralism in a spirit consistent with the pragmatic tradition . They have attempted to establish a ' more broadly con- ceived multicultural education ' ( Lynch , 1987 , p . 9 ) by incorporating elements of antiracist education . As ...
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