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| Autor/in | Partridge, Susan |
|---|---|
| Titel | Multicultural Education Discussed. |
| Quelle | (1994), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Classroom Environment; Cooperative Learning; Curriculum Development; Educational Change; Elementary Secondary Education; Equal Education; Ethnic Relations; Interpersonal Communication; Multicultural Education; Peer Teaching; Teacher Behavior |
| Abstract | Designing multicultural curricula to the satisfaction of those concerned is a Herculean task, but, with equality in mind, it is worth educators' effort. Christine Sleeter has discussed five views of multicultural education: (1) teaching those exceptional and culturally different; (2) the human relations approach; (3) single-group studies; (4) the multicultural approach; and (5) the social reconstructionist approach. Articles appearing in reputable educational periodicals indicate that considerable thought is being given to designing a multicultural program that is truly multicultural. Cooperative learning and peer teaching have been receiving considerable support as effective learning techniques. It was observed through decades of educational work that people of various ethnic groups have been respected and honored in schools, and teachers have been understanding of the needs of their students who were of various ethnic groups. Throughout the decades, respect for the various ethnic groups is a widespread and complex problem, as some groups "hate" each other. Throughout decades, witness has been borne to the failure of many innovative programs because the innovation was not gradual. Implications include: (1) encourage educators to be the chief designers of multicultural programs; (2) consider alternatives to tracking as a possible means of providing greater equality for all; (3) emphasize common humanity of all people, not their differences; (4) make inservice help readily available; (5) implement well-thought-out programs gradually; and (6) develop students' listening skills to help them to be more tolerant. (Contains 10 references.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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