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Informationen zum Autor Carl A. Grant, University of Wisconsin, Madison. Thandeka K. Chapman, University of Wisconsin, Milwaukee. Klappentext This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Zusammenfassung This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Inhaltsverzeichnis Volume I: Conceptual Frameworks and Curricular Issues Introduction to Volume I PART 1 Conceptual Frameworks 1 Approaches to multicultural education in the United States: Some concepts and assumptions (1976) 2 Multicultural education (1980) 3 Multicultural approaches to racial inequality in the United States (1990) 4 Beyond multicultural education (1982) 5 Continuing dilemmas, debates, and delights in multicultural literature (1996) 6 Moving from ethnic studies to multicultural education (1982) 7 Genres of research in multicultural education (2001) 8 Creating an empowering multicultural curriculum (2000) 9 Education that is multicultural-Isn't that what we mean? (1978) 10 The relationship between multicultural and democratic education (1997) PART 2 Curriculum Content 11 Multicultural imperatives for curriculum development in teacher education (1977) 12 A content analysis of the Black American in textbooks (1969) 13 Sex role stereotyping in the public schools (1973) Terry N. Saario, Carol Nagy Jacklin, and Carol Kehr Tittle 14 Sexism in teacher-education texts (1980) 15 Justice and cultural conflict: Racism, sexism, and instructional materials (1978) 16 The multicultural evaluation of some second and third grade textbook readers-a survey anal...
