Foundational Perspectives in Multicultural EducationLongman, 2000 - 374 sider 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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Side 188
... dominant groups . Bourdieu and Passeron ( 1979 [ 1964 ] ) and other social scientists refer to this as the dominant group having " cultural capital . " They conclude that students from the dominant class enter schools with key cultural ...
... dominant groups . Bourdieu and Passeron ( 1979 [ 1964 ] ) and other social scientists refer to this as the dominant group having " cultural capital . " They conclude that students from the dominant class enter schools with key cultural ...
Side 282
... dominant culture included the common culture of the dominant classes - the government and business and cultural elites - but it was familiar to many others who were subordinate to them . And it was not merely an effect but also an ...
... dominant culture included the common culture of the dominant classes - the government and business and cultural elites - but it was familiar to many others who were subordinate to them . And it was not merely an effect but also an ...
Side 285
... dominant group - you might think you could proceed simply by asking what is worth teaching to American children and teaching that . This was , after all , the basis of the older curriculum ; and if that curriculum confused what was ...
... dominant group - you might think you could proceed simply by asking what is worth teaching to American children and teaching that . This was , after all , the basis of the older curriculum ; and if that curriculum confused what was ...
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Ethnic Studies Multiculturalism | 25 |
The Afrocentric Idea in Education | 38 |
The Intellectual Imperialism | 50 |
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African American Afrocentric antimodern antiracism antiracist education argue Asian American bell hooks border chadors challenge Chicano citizens civic claim color common culture concept consciousness context critical multiculturalism Critical Pedagogy critique cultural differences curriculum democracy democratic education dialogue across differences discourse discussion distinct diversity dominant educa equal ethnic studies Eurocentric example experience forms foundational perspective gender Giroux hegemonic human idea identity ideology important individuals institutions issues language Latino liberal McLaren means minority multicul multicultural condition multicultural education multiculturalists narrative oppression particular pedagogy Peter McLaren philosophy political position postmodern poststructural practices problem programs public schools question race racial racism relations religious response sense shared Sleeter social society sovereign society structure struggle teachers teaching term theory tion tive tradition transnational Troyna tural ture understanding United University Press values Ward Churchill White Studies white supremacy York