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 44
الصفحة 13
... present is partially related to its significance in the past . The present is shaped by the re- thinking of that significant past . As the political theorist Chantal Mouffe ( 1988 ) suggests , the movement of tradition is constituted by ...
... present is partially related to its significance in the past . The present is shaped by the re- thinking of that significant past . As the political theorist Chantal Mouffe ( 1988 ) suggests , the movement of tradition is constituted by ...
الصفحة 74
... present affect how I teach . I believe that in every course there is a " text " and a " subtext . ” The text is what is in our syl- labuses , lectures , and readings - the body of knowledge to be transmitted . But since students are not ...
... present affect how I teach . I believe that in every course there is a " text " and a " subtext . ” The text is what is in our syl- labuses , lectures , and readings - the body of knowledge to be transmitted . But since students are not ...
الصفحة 94
... present . And it was present beyond the nostalgia of the song , but it was present in an unusual form . It was there , coexisting , at times interrupting and intermingling , and it was spoken from the interstices of Chicana / o ...
... present . And it was present beyond the nostalgia of the song , but it was present in an unusual form . It was there , coexisting , at times interrupting and intermingling , and it was spoken from the interstices of Chicana / o ...
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