Fostering a Pluralistic Society through Multi-Ethnic Education. Fastback 107.

Autor/in	Garcia, Ricardo L.
Institution	Phi Delta Kappa Educational Foundation, Bloomington, IN.
Titel	Fostering a Pluralistic Society through Multi-Ethnic Education. Fastback 107.
Quelle	(1978), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indians; Asian Americans; Bias; Blacks; Civil Liberties; Civil Rights; Cultural Awareness; Cultural Differences; Cultural Education; Cultural Pluralism; Curriculum Development; Educational Needs; Educational Philosophy; Educational Practices; Educationally Disadvantaged; Elementary Secondary Education; Ethnicity; Low Achievement; Mexican Americans; Minority Group Influences; Multicultural Education; Racial Discrimination; School Policy; Social Change; Socioeconomic Influences; Values + Suchen Sie Ihr Suchwort? American Indian; Indianer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Black person; Schwarzer; Bürgerrechte; Grundrechte; Zivilrecht; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Kulturpluralismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Ethnizität; Unterdurchschnittliche Leistung; Hispanoamerikaner; Multikulturelle Erziehung; Racial bias; Rassismus; Schulpolitik; Sozialer Wandel; Sozioökonomischer Faktor; Wertbegriff
Abstract	The purpose of multiethnic education is to prepare all students to live harmoniously in a multiethnic society. Multiethnic education pursues these goals by reflecting ethnic diversity in the curriculum, dealing directly with ethnic group similarities and differences, and helping students understand their uniqueness in a pluralistic milieu. Although most teachers do not intentionally discriminate against minority students, they generally reflect majority attitudes as a result of having been reared in middle- or lower-middle-class homes and communities away from concentrations of minority and lower-socioeconomic groups. Also, teachers are generally not prepared professionally to recognize and deal positively with ethnic differences as educational tools. Although great impetus to equal education was given by the 1954 Supreme Court decision in Brown v. Topeka Board of Education and by the Civil Rights Act of 1964, progress toward school desegregation has been slow. Teaching and supportive staff practices continue to hinder multiethnic harmony by tracking and ability grouping (which tends to isolate students along cultural, racial, or economic lines), failure to call on minority students in the classroom, labeling minority students as slow learners, and referring to minority students in pejorative terms. The conclusion is that multiethnic education will grow and prosper in the classroom if educators develop programs which reinforce goals of human rights and social harmony. Three effective approaches which have emerged for multiethnic education stress human rights, intergroup relations, and ethnic studies. (Author/DB)
Anmerkungen	Phi Delta Kappa, Eighth and Union, Box 789, Bloomington, Indiana 47401 ($0.75 paperbound; quantity discounts available)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01