Atjaunināt sīkdatņu piekrišanu

History of Multicultural Education Volume 2: Foundations and Stratifications [Hardback]

Edited by (University of Wisconsin-Madison, USA), Edited by (University of Wisconsin, Milwaukee, USA)
  • Formāts: Hardback, 408 pages, height x width: 229x152 mm, weight: 910 g, 13 Tables, black and white
  • Izdošanas datums: 09-Jul-2008
  • Izdevniecība: Routledge
  • ISBN-10: 080585441X
  • ISBN-13: 9780805854411
Citas grāmatas par šo tēmu:
  • Hardback
  • Cena: 158,75 €
  • Grāmatu piegādes laiks ir 3-4 nedēļas, ja grāmata ir uz vietas izdevniecības noliktavā. Ja izdevējam nepieciešams publicēt jaunu tirāžu, grāmatas piegāde var aizkavēties.
  • Daudzums:
  • Ielikt grozā
  • Piegādes laiks - 4-6 nedēļas
  • Pievienot vēlmju sarakstam
History of Multicultural Education Volume 2: Foundations and StratificationsPalielināt
  • Formāts: Hardback, 408 pages, height x width: 229x152 mm, weight: 910 g, 13 Tables, black and white
  • Izdošanas datums: 09-Jul-2008
  • Izdevniecība: Routledge
  • ISBN-10: 080585441X
  • ISBN-13: 9780805854411
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780805854411.html
Keywords:

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society.

The volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

Preface to the six-volume set ix
General introduction to the volumes xi
Acknowledgements xvii
Statement concerning article availability and the conflict with reprint cost xix
List of journals represented in the six-volume set xxi
Introduction to Volume II 1
PART 1 Society and Schools as Targets of Change 9
1 Cultural pluralism—Its origins and aftermath (1977)
11
Mark M. Krug
2 Social and educational justice (1977)
18
Leonard A. Valverde
3 Cultural pluralism: A philosophical analysis (1977)
23
Arturo Pacheco
PART 2 Multicultural Education: 1970's 31
(a) Assimilation and schooling
4 Cultural identity: Problems and dilemmas (1973)
33
Charles F. Leyba
5 The foundations of multicultural education (1977)
41
Jesse Hiraoka
6 Deficit, difference, and bicultural models of Afro-American behavior (1971)
46
Charles A. Valentine
(b) Deficit and difference
7 Social expectations and cultural deprivation (1964)
63
Ralph H. Hines
8 Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education (1970)
69
Ray C. Rist
9 Early childhood intervention: The social science base of institutional racism (1970)
100
Stephen S. Baratz and Joan C. Baratz
10 From racial stereotyping and deficit discourse toward a critical race theory in teacher education (2001)
116
Daniel G. Solorzano and Tara J. Yosso
PART 3 Multicultural Education: 1980's 131
11 The other side of the hidden curriculum: Correspondence theories and the labor process (1980)
133
Michael W. Apple
12 Seeing education relationally: The stratification of culture and people in the sociology of school knowledge (1980)
149
Michael W. Apple and Lois Weis
13 Silencing in public schools (1987)
171
Michelle Fine
14 Rethinking liberal and radical perspectives on racial inequality in schooling: Making the case for nonsynchrony (1988)
186
Cameron McCarthy
15 Multiethnic education: Historical developments and future prospects (1983)
200
Geneva Gay
16 Issues in multicultural education (1981)
208
Kal Gezi
17 An analysis of multicultural education in the United States (1987)
216
Christine E. Sleeter and Carl A. Grant
18 Learning disabilities: The social construction of a special education category (1986)
239
Christine E. Sleeter
PART 4 Multicultural Education: 1990's 251
19 Race, social class, and educational reform in an inner-city school (1995)
253
Jean Anyon
20 Bleeding boundaries or uncertain center? A historical exploration of multicultural education (1999)
274
Marilynne Boyle-Baise
21 Detracking: The social construction of ability, cultural politics, and resistance to reform (1997)
293
Jeannie Oakes, Amy Stuart Wells, Makeba Jones, and Amanda Datnow
22 Challenging the myths about multicultural education (1994)
316
Carl A. Grant
23 The canon debate, knowledge construction, and multicultural education (1993)
326
James A. Banks
24 The progressive development of multicultural education before and after the 1960's: A theoretical framework (2000)
346
Charles R. Payne and Benjamin H. Welsh
Appendix 1: Other suggested readings 361
Appendix 2: Journal publishers and contact information 363
Permission credits 371
Author index 375
Subject index 381
Carl A. Grant is Hoefs-Bascom Professor of Teacher Education at the University Wisconsin-Madison and Professor in the Department of Afro American Studies. He has served as President of the National Association for Multicultural Education (1993-1999), Editor of the Review of Educational Research (1996-1999), and member of the National Research Councilās Committee on Assessment and Teacher Quality (1999-2001), and chair of AERAs Publication Committee. Dr. Grant is the recipient of the Angela Davis Race, Gender & Class Award from the Race, Gender & Class Project (1991), the Multicultural Education Award from National Association for Multicultural Education (1991), and the University of Wisconsin School of Education Distinguished Achievement Award (1997).

Thandeka K. Chapman is Assistant Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Milwaukee. Her research focuses primarily on the implementation and documentation of multicultural education practices, the effects of school desegregation policy on urban students and teachers, and tracking student success factors in urban high schools. Dr. Chapman's scholarly interests include ethical issues concerning the roles of the researcher in field research and the applications of critical race theory in education. Dr. Chapman was a recipient of the University of Wisconsin, Madison Graduate School Academic Opportunity Fellowship and the Carrie Barton Scholarship from the Department of Curriculum and Instruction. She is also a founder of the FRONT program (Fearless Recruitment of New Teachers) at University of Wisconsin, Madison