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Multicultural education has become its own discipline, developed on
the shoulders of the work of giants who argued its merit during the
attacks of opponents who believed assimilation was the purpose of
state sponsored education. In an age of rising populism and
nationalism throughout the Western world, again questioned is the
merit of multicultural education. In the shadows of Brexit and an
America First agenda, where migration patterns across the world
have led to demographic shifts, it is evident even in the richest
countries in the world that gaps in opportunity (and subsequently
achievement) still exist. Disparities in achievement lead some to
question whether multicultural education works and others to revert
to old notions that ethnically and linguistically marginalized
students are in fact deficient. The scholars here believe in the
untapped potential of all children and illuminate how educational
structures have muffled the cultivation of that potential.
Contributors argue the goals of multicultural education have not
been achieved in part due to the piecemeal application of its
tenants. The scholarship in this volume illustrates the state of
multicultural education and articulates what educators committed to
equity, inclusion, and a more just society must do to ensure the
goals of multicultural education survive in the current age. The
authors of these chapters bridge foundational knowledge with
contemporary understandings; making the work both accessible for
novices and beneficial for the authorities on multicultural
education. With the diverse cast of contributors and topics ranging
from mathematics instruction to discipline practices, this volume
provides thoughtful discourse on issues of access: access to
curricular content, access to opportunities to learn, as well as
impediments to access. Containing chapters that speak to discipline
specific pedagogical practices, the structures of schooling,
teacher education, and research methodologies, the collected work
encourages scholars and practitioners to not be discouraged in the
age of retrenchment.
Multicultural education has become its own discipline, developed on
the shoulders of the work of giants who argued its merit during the
attacks of opponents who believed assimilation was the purpose of
state sponsored education. In an age of rising populism and
nationalism throughout the Western world, again questioned is the
merit of multicultural education. In the shadows of Brexit and an
America First agenda, where migration patterns across the world
have led to demographic shifts, it is evident even in the richest
countries in the world that gaps in opportunity (and subsequently
achievement) still exist. Disparities in achievement lead some to
question whether multicultural education works and others to revert
to old notions that ethnically and linguistically marginalized
students are in fact deficient. The scholars here believe in the
untapped potential of all children and illuminate how educational
structures have muffled the cultivation of that potential.
Contributors argue the goals of multicultural education have not
been achieved in part due to the piecemeal application of its
tenants. The scholarship in this volume illustrates the state of
multicultural education and articulates what educators committed to
equity, inclusion, and a more just society must do to ensure the
goals of multicultural education survive in the current age. The
authors of these chapters bridge foundational knowledge with
contemporary understandings; making the work both accessible for
novices and beneficial for the authorities on multicultural
education. With the diverse cast of contributors and topics ranging
from mathematics instruction to discipline practices, this volume
provides thoughtful discourse on issues of access: access to
curricular content, access to opportunities to learn, as well as
impediments to access. Containing chapters that speak to discipline
specific pedagogical practices, the structures of schooling,
teacher education, and research methodologies, the collected work
encourages scholars and practitioners to not be discouraged in the
age of retrenchment.
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