Literaturnachweis - Detailanzeige
| Autor/in | Banks, James A. |
|---|---|
| Titel | Ethnic Studies as a Process of Curriculum Reform. |
| Quelle | (1975), (38 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Conceptual Schemes; Cultural Pluralism; Curriculum Development; Curriculum Problems; Decision Making; Educational Development; Elementary Secondary Education; Ethnic Studies; Minority Groups; Relevance (Education); Social Studies; Teaching Methods |
| Abstract | There are several widespread assumptions about ethnic studies which have adversely affected the development of ethnic studies programs in the schools. Five of these assumptions are that ethnic studies are (1) the study of ethnic minority groups, (2) designed for ethnic minorities, (3) supplementary to the curriculum, (4) the study of strange customs, and (5) the celebration of ethnic holidays. Instead, ethnic studies should be conceptualized as a process of curriculum reform that will result in the formulation of a new curriculum with novel assumptions, goals, and means. Three major interdependent goals for curriculum reform and ethnic studies include helping individuals to clarify their ethnic identities and function effectively within their own ethnic communities, to develop a sensitivity to and understanding of other ethnic cultures and to function effectively within them, and to develop the ability to make reflective decisions on social issues and to take effective actions to resolve social problems. With these goals in mind, ethnic studies should become a study of historical and contemporary social events from a multiethnic perspective rather than from an Anglo-American perspective. Specific steps and teaching strategies which social studies teachers can take to implement a multiethnic social studies curriculum are outlined. (Author/JR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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