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 53
الصفحة 11
... speak of foundational perspectives as “ locations " with particular modes of consciousness because we can identify a network of shared commit- ments expressed in a set of technical terms . Not unlike a region whose inhabi- tants speak ...
... speak of foundational perspectives as “ locations " with particular modes of consciousness because we can identify a network of shared commit- ments expressed in a set of technical terms . Not unlike a region whose inhabi- tants speak ...
الصفحة 251
... speak . In a society structured by power , not all differences reside at the same level . Therefore , further questions must be posed : Who may feel unable to speak without explicit or implicit retribution ? Who may want to speak , but ...
... speak . In a society structured by power , not all differences reside at the same level . Therefore , further questions must be posed : Who may feel unable to speak without explicit or implicit retribution ? Who may want to speak , but ...
الصفحة 257
... speak , all members respect other members ' right to speak and feel safe to speak , and all ideas are tolerated .... " Indeed , it is not clear what " dialogue " could mean without them . This example shows how antimodern and postmodern ...
... speak , all members respect other members ' right to speak and feel safe to speak , and all ideas are tolerated .... " Indeed , it is not clear what " dialogue " could mean without them . This example shows how antimodern and postmodern ...
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