Complex Relationships between Multicultural Education and Special Education: An African American Perspective

Autor/in	Irvine, Jacqueline Jordan
Titel	Complex Relationships between Multicultural Education and Special Education: An African American Perspective
Quelle	In: Journal of Teacher Education, 63 (2012) 4, S.268-274 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487112447113
Schlagwörter	Multicultural Education; Elementary Secondary Education; Special Education Teachers; African Americans; African American Community; African American Students; Teacher Education; Disabilities; African American Education; Urban Education; Teacher Education Programs; Community Involvement; Learner Engagement + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Afroamerikaner; African Americans; Student; Students; Schüler; Schülerin; Studentin; Lehrerausbildung; Lehrerbildung; Handicap; Behinderung; Stadtteilbezogenes Lernen
Abstract	Multicultural education and special education share historical roots, philosophies, theories, and pedagogies that provide unique opportunities to address the many challenges of underserved K-12 students. Without a more refined and critical analysis, however, the shared similarities could possibly mask the tensions and the complexities inherent in a relationship that directly confronts thorny and nuanced intersections of race, social class, gender, disability, and culture. This article focuses on the complexity of the relationship between multicultural education and special education from an African American perspective by exploring areas of divergence and conflict between special and multicultural education, specifically issues of disproportionate representation, cultural misunderstandings, tensions between home and school, and competition for limited resources. Finally, recommendations are offered that can more effectively prepare K-12 special education teachers who serve students who are culturally diverse and disabled. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10