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 112
... racial hier- archies that do not involve force ( i.e. slavery , apartheid ) than the term " inter- nalized racism " -a term most often used to suggest that black people have absorbed negative feelings and attitudes about blackness held ...
... racial hier- archies that do not involve force ( i.e. slavery , apartheid ) than the term " inter- nalized racism " -a term most often used to suggest that black people have absorbed negative feelings and attitudes about blackness held ...
الصفحة 125
... racial group , then all the positives , the list of negatives is usually much longer . For teachers , trying to be colorblind , therefore , means trying to suppress the application of those nega- tive associations to individual children ...
... racial group , then all the positives , the list of negatives is usually much longer . For teachers , trying to be colorblind , therefore , means trying to suppress the application of those nega- tive associations to individual children ...
الصفحة 129
... racial issues . In contexts in which these definitions are contested , one can ob- serve active processes by which whites attempt to maintain racial solidarity . This observation struck me recently , when I watched white teacher ...
... racial issues . In contexts in which these definitions are contested , one can ob- serve active processes by which whites attempt to maintain racial solidarity . This observation struck me recently , when I watched white teacher ...
المحتوى
Ethnic Studies Multiculturalism | 25 |
The Afrocentric Idea in Education | 38 |
The Intellectual Imperialism | 50 |
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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