29 Ergebnisse
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In: Routledge research in education 39
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 26, Heft 2, S. 83-90
ISSN: 1532-7892
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 20, Heft 4, S. 200-201
ISSN: 1532-7892
In: Monthly Review, Band 68, Heft 1, S. 35
ISSN: 0027-0520
U.S. educational policy and practice adhere to the old proverb that "children should be seen and not heard."… Arguments for children—often made by children themselves—having voice and taking action on matters that affect their lives are rarely taken seriously.… Nevertheless, protecting children's welfare need not exclude inviting them to speak on education issues. In some countries, such as Australia, New Zealand, Portugal, and the United Kingdom, children's voices and opinions are considered vital…. In the United States, children's voices are not sought out. They are most often the "objects of inquiry,"… [seen]…"as either a window onto universal psychological laws or as indicators of treatment effects. In both cases, the children themselves are simply instruments…vehicles for measuring outcomes."… Black and brown children in particular are made into "objects of inquiry," and are accordingly more watched, restricted, and disciplined.… Further, black and brown children, especially in poor and urban communities, have had their humanity devalued against that of children in whiter, wealthier schools.Click here to purchase a PDF version of this article at the Monthly Review website.
In: Monthly review: an independent socialist magazine, Band 68, Heft 1, S. 35
ISSN: 0027-0520
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 16, Heft 2, S. 99-109
ISSN: 1532-7892
In: American behavioral scientist: ABS, Band 51, Heft 7, S. 885-906
ISSN: 1552-3381
What should be the nature of the curriculum and instructional pedagogy for African American students has a long history of debate. Currently, Afrocentric curriculum/ pedagogy and multicultural curriculum/pedagogy are the main focus of the debate. This essay discusses the nature and purpose of both curricula and critiques their strengths and weaknesses. An argument is present as to which of these curricular concepts best suits the current needs of African American students. Finally, implications are listed for using both Afrocentric and multicultural curricula and pedagogies.
In: American behavioral scientist: ABS, Band 51, Heft 7, S. 885-906
ISSN: 0002-7642
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 6, Heft 4, S. 18-21
ISSN: 1532-7892
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 6, Heft 1, S. 3-11
ISSN: 1532-7892
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 1, Heft 1, S. 3-7
ISSN: 1532-7892
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 48, Heft 3, S. 431
ISSN: 2167-6437
In: Social studies: a periodical for teachers and administrators, Band 65, Heft 3, S. 118-120
ISSN: 2152-405X
In: Urban Education Studies
In: Urban Education Studies Ser.
Cover -- Series page -- Intersectionality and Urban Education -- Library of Congress Cataloging-in-Publication Data -- Contents -- Introduction -- PART I: Theorizing Identity Markers in Urban Education -- CHAPTER 1: Thinking Intersectionally in Education -- CHAPTER 2: Empiricism, Perception, Vision -- CHAPTER 3: Intersectionality and the Production of Space -- PART II: Education in Urban Schools and Communities -- CHAPTER 4: Intersectionality and the Status of Black Males -- CHAPTER 5: Nepantleras in the New Latino Diaspora -- CHAPTER 6: Students of Color in Majority White Schools