Freedom's Plow: Teaching in the Multicultural Classroom.

Autor/in	Fraser, James W.
Sonst. Personen	Perry, Theresa (Hrsg.)
Titel	Freedom's Plow: Teaching in the Multicultural Classroom.
Quelle	(1993), (309 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-415-90700-4
Schlagwörter	Leitfaden; Black Literature; Change Agents; Change Strategies; Childrens Literature; Cultural Awareness; Cultural Pluralism; Curriculum Enrichment; Democracy; Educational Change; Educational Improvement; Educational Policy; Elementary Secondary Education; Multicultural Education; Oriental Music; Puerto Rican Culture; Resource Materials; School Restructuring; Teachers + Suchen Sie Ihr Suchwort? Lösungsstrategie; 'Children''s literature'; Kinderliteratur; Cultural identity; Kulturelle Identität; Kulturpluralismus; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Demokratie; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Multikulturelle Erziehung; Quellenmaterial; Schulreformplan; Schulumwandlung; Lehrer; Lehrerin; Lehrende
Abstract	Teachers are the central players in building a multiracial and multicultural democracy, and the schools where teachers work are one of the primary institutions where a new society is born. The 17 chapters in this volume provide resources for people seeking to build fully democratic schools and to make the schools agents of democracy in an increasingly diverse United States. The chapters are divided among four parts. Part 1, "Multicultural Education: An Issue at the Heart of Democratic Education," describes the intellectual framework and theoretical context for reconstructing schools. Part 2, "The Practice of Multicultural Education: Doing the Work," presents the voices of teachers from different racial and ethnic backgrounds and their reflections on the possibilities, constraints, and dilemmas of multicultural education. Part 3, "Developing the Curriculum of Multicultural Education: Revisioning the Canon and Curriculum of the Schools," helps teachers enter new areas of study and adopt alternative perspectives on newly emerging, contemporary, and traditional disciplines, such as the perspectives that are expressed in Asian American, African American, and Puerto Rican literature. Part 4, "School Structures that Foster Multicultural Education: Shifting the Power, Shifting the Players," focuses on the power arrangements, perspectives, and personnel policies needed to change the basic structures of schooling so that, in the future, the voices of the traditionally excluded become central to the definition of quality education. Each chapter includes a bibliography. (SM)
Anmerkungen	Routledge, Inc., 29 West 35th Street, New York, NY 10001.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC