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 15
... problem is and must be the center of the Negro uni- versity . It has got to be .... You are teaching American Negroes in 1933 , and they are the subjects of a caste system in the republic of the United States of America and their life ...
... problem is and must be the center of the Negro uni- versity . It has got to be .... You are teaching American Negroes in 1933 , and they are the subjects of a caste system in the republic of the United States of America and their life ...
الصفحة 16
... problems faced by members of a particular group , are shared among virtually all approaches to Ethnic Studies . However ... problem of racism is not prejudice but domination ( hooks , 1989 ) . Accordingly , antiracism does not seek to ...
... problems faced by members of a particular group , are shared among virtually all approaches to Ethnic Studies . However ... problem of racism is not prejudice but domination ( hooks , 1989 ) . Accordingly , antiracism does not seek to ...
الصفحة 286
... problem . It is paradoxical because it proposes to solve the problems created by the fact that children have different cultures by emphasiz- ing and entrenching those differences , not by trying to reduce them . I should make it plain ...
... problem . It is paradoxical because it proposes to solve the problems created by the fact that children have different cultures by emphasiz- ing and entrenching those differences , not by trying to reduce them . I should make it plain ...
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