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 210
... sense , is not merely resurrected but interrogated and tempered by " a sense of its liability , its contingency , its constructedness . " 28 Memory does not become the repository of registering suppressed histories , albeit critically ...
... sense , is not merely resurrected but interrogated and tempered by " a sense of its liability , its contingency , its constructedness . " 28 Memory does not become the repository of registering suppressed histories , albeit critically ...
الصفحة 307
... sense to demand as a matter of right that we approach the study of certain cul- tures with a presumption of their value , as described above . But it can't make sense to demand as a matter of right that we come up with a final ...
... sense to demand as a matter of right that we approach the study of certain cul- tures with a presumption of their value , as described above . But it can't make sense to demand as a matter of right that we come up with a final ...
الصفحة 313
... sense . They defend schools designed primarily to cultivate the separatist cultural identities of minorities and to bolster the self- esteem of students based on their membership in a separatist culture . Afrocen- trism is a currently ...
... sense . They defend schools designed primarily to cultivate the separatist cultural identities of minorities and to bolster the self- esteem of students based on their membership in a separatist culture . Afrocen- trism is a currently ...
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