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 279
... values of such societies . It may well be that some people , even some groups , do not share the values that are enun- ciated in public and taught to children . But , once more , the standard values are universally known , and even ...
... values of such societies . It may well be that some people , even some groups , do not share the values that are enun- ciated in public and taught to children . But , once more , the standard values are universally known , and even ...
الصفحة 318
... values . If the government subsidizes separate schooling for each group , then no group needs to compromise its particularist values for the sake of a common civic education . Although the particularist response would require a radical ...
... values . If the government subsidizes separate schooling for each group , then no group needs to compromise its particularist values for the sake of a common civic education . Although the particularist response would require a radical ...
الصفحة 319
... values of basic liberty , oppor- tunity , and deliberation is a primary purpose of public education . We must still wonder whether any conception of education that recognizes this purpose can find a way of resolving the chador case and ...
... values of basic liberty , oppor- tunity , and deliberation is a primary purpose of public education . We must still wonder whether any conception of education that recognizes this purpose can find a way of resolving the chador case and ...
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