Multicultural Education, Critical Pedagogy, and the Politics of Difference

• Utgivningsdatum: 1995-08-04
• Mått: 152 x 229 x 28 mm
• Vikt: 653 g
• Format: Häftad
• Språk: Engelska
• Serie: SUNY series, Teacher Empowerment and School Reform
• Antal sidor: 480
• Förlag: State University of New York Press
• ISBN: 9780791425428

• Pedagogisk teori och filosofi
• Etnicitet
• Sociologi och antropologi

Christine E. Sleeter is Professor of Teacher Education at the University of Wisconsin-Parkside, where she teaches graduate and undergraduate courses in multicultural education. She is the author of Keepers of the American Dream, editor of Empowerment Through Multicultural Education, and coeditor (with Joseph M. Larkin) of Developing Multicultural Curricula, both published by SUNY Press. She recently won the 1994 Research Award of the National Association for Multicultural Education. Peter McLaren is Associate Professor in the Graduate School of Education and Information at the University of California, Los Angeles. He is the author of Life in Schools. He is the coeditor (with Henry A. Giroux) of Critical Pedagogy, the State, and Cultural Struggle, (with Colin Lankshear) Critical Literacy: Politics, Praxis, and the Postmodern, (with James Giarelli) Critical Theory and Educational Research, all published by SUNY Press, and (with Colin Lankshear) Paulo Freire: A Critical Encounter. He is also the editor of the Internationalist Department of the International Journal of Educational Reform.

"Here is a comprehensive view of leading theories and practices of multicultural education from scholars of various racial and ethnic groups. The perspectives of those often left out of scholarly debate are well represented in this book. Those perspectives offer significant insights into the ways in which dominant ideologies and classroom practices have functioned to serve only one segment of the American population. The connections between multicultural education and critical pedagogy are brought into clear focus and illustrate how different ways of teaching and learning can benefit all students instead of just a few." — Sandra M. Lawrence, Mount Holyoke College

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