An Introduction to Multicultural Education provides a balance between the principles and practice of multicultural education in the K-12 classroom, presenting multicultural education as a learner-centered pedagogy. DomNwachukwu's book projects foundational principles and practices that make multicultural education relevant and appealing, while eliminating ideas and practices that produce negative reactions and outcomes. An Introduction to Multicultural Education utilizes historical data to make the case for equity pedagogy, going further than other books on this topic to provide practical steps and approaches to implementing multicultural education. The person and cultural identity of the teacher is addressed in-depth. The person and nature of the learner and the learning process are addressed as foundational ideas behind equity pedagogy. Such multicultural education topics as gender equity, universal access, religious pluralism, and bilingualism (or multilingualism) are all addressed with much detail. This book provides pre-service and in-service teachers with the theoretical and practical support they need to provide equal and meaningful education to all the students in their classrooms.
Introduction to Multicultural Education
This book demonstrates a balance between the principles and practice of multicultural education in the K-12 classroom, presenting multicultural education as a learner-centered pedagogy.
Doing multicultural education for achievement and equity (2nd ed.). Routledge. Greenfield, P. M., & Cocking, R. R. (2014). Cross-cultural roots of minority child development. Psychology Press. Guinier, L. (1994).
An important goal of the 9th edition is to help educators attain a sophisticated understanding of the concept of culture and to view race, class, gender, social class, and exceptionality as interacting concepts rather than as separate and ...
It is through understanding how different religions coexist side by side at various levels that we truly come to learn about religion in multicultural education.
Models forthe educational needs of gifted children in a multicultural context. Journal of Negro Education, 48, 357–363. Colangelo,N., Dustin,D., &Foxley,C. H.(Eds.). (1982).The human relations experience. Monterey, CA: Brooks/Cole.
This book describes how a group of educators, social activists, and scholars tried to reduce intergroup tensions and create schools where people of all groups could learn together and from each other.
Farganis, S. (1986). The social construction of the feminine character. Totowa, NJ: Russell & Russell. Finn, C. E., Jr. (2003). Preface. In J. S. Leming, L. Ellington, & K. Porter (Eds.), Where did social studies go wrong? (pp. i–vii).
This is the new edition of the award-winning guide to social justice education.
The volume 3 of this series is designed to present educators with current research and emerging issues in teaching, learning and motivation in a multicultural context. The book is separated into four sections.