Doing Multicultural Education for Achievement and Equity

Grant, Carl A.; Sleeter, Christine E.

doi:10.4324/9780203831397

Cited by 102 publications

(100 citation statements)

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“…Progressivism required that the students' knowledge, interests and abilities inform the teacher who listens and learns from them, co-constructing the sequencing and pace of instruction within all subjects being taught. In contemporary terms, progressive practices have led to a more critical pedagogical approach which holds that "what works" for disadvantaged students, often students from minority cultures and races" actually works for all students, while culturally insensitive curriculum, that is, colorblind and objective practices, do not work for minoritized groups of students (Grant and Sleeter 2011). Moving from constructivism to critical constructivism has become one of today's curricular challenges inside the academy.…”

Section: An Historical Convergencementioning

confidence: 99%

Forging the Needed Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice

Bogotch

Schoorman

Reyes-Guerra

2017

Bridging Educational Leadership, Curriculum Theory and Didaktik

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History demonstrates that the relationship between curriculum studies and educational leadership is mediated by the conceptualization of curriculum adopted within specific community contexts. To this end, we identify four conceptualizations of curriculum that have been effected in the USA and explore the varied relationship between our two fields that each context portends. Our analysis demonstrates that only when both fields of study have come together for the benefit of society, the common good, will the emergent leadership and curriculum result in progressive attempts at multiculturalism, democracy and social justice. Towards that end, we offer a developmental dialogical framework transitioning from relations grounded in stratification, homogenization, transformation, and the stage we call leadership for social justice. This progressive dialogue is ever more problematic, as it has to navigate multiple obstacles of temporal policies and politics as well as ideological divides. Thus, the complicated conversations are among those who seek to maintain old values and norms (e.g., stratification and homogenization) with those who take a counterview (transformation), or critical perspective (social justice). OverviewIn this chapter, we situate the histories of school leadership (a subfield of educational leadership) together with curriculum inquiry within a larger USA political, cultural, and economic context. To be clear, our two disciplines have been subject to direct and indirect control by external authorities from colonial times to the present. Our analysis demonstrates that when both disciplines have come together

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Section: An Historical Convergencementioning

confidence: 99%

Forging the Needed Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice

Bogotch

Schoorman

Reyes-Guerra

2017

Bridging Educational Leadership, Curriculum Theory and Didaktik

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“…Be willing to embrace the belief that every student can succeed may encounter challenges from cultural capital. Cultural capital can be described as the cultural knowledge of upper status groups in society (Young, as cited in Grant & Sleeter, 2011). It also refers to what Giroux (1981) illustrated as the socially determined tastes, certain kinds of prior knowledge, language forms, abilities, and modes of knowing that were unevenly distributed throughout society (p. 77).…”

Section: Culturally Responsive Teachers As Warm Demandersmentioning

confidence: 99%

“…It also refers to what Giroux (1981) illustrated as the socially determined tastes, certain kinds of prior knowledge, language forms, abilities, and modes of knowing that were unevenly distributed throughout society (p. 77). As Grant and Sleeter (2011) stated, acquiring cultural capital, or high-status knowledge, usually required money or access to places where it was available.…”

Section: Culturally Responsive Teachers As Warm Demandersmentioning

confidence: 99%

Multicultural Teacher Education in China: Preparing Culturally Responsive Teachers in a Multiethnic and Multicultural Country

Yuan¹

2017

UCER-B

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This paper examined current issues of educating culturally responsive teachers in the United States (U.S.) and in China. Focusing on constructing a culturally responsive knowledge base and model for teacher education programs, this paper summarized obstacles for developing culturally responsive teachers, proposed multicultural approaches to establish a culturally responsive teacher education model in multiethnic and multicultural China, as well as presented practical implications to enhance the knowledge construction for preparing teachers for diversity. Aiming at stimulating reconsiderations of situating teacher education programs in multicultural context, this paper brought culturally responsive perspectives to empower pre-and in-service teachers' teaching capacities to meet needs from their students with diverse cultural and ethnic backgrounds in China.

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“…Nor was any knowledge cited of pedagogies which emphasize equity and justice and which focus on inequitable power relationships among groups (Nieto, 2004;Sleeter & Grant, 2003;Grant & Sleeter, 2007). Seminal publications on multicultural art education (Boughton & Mason, 1999;Chalmers, 1996) were unknown to the teachers.…”

Section: Understandings Of Multiculturalism and Multicultural Pedagogiesmentioning

confidence: 99%

Biculturalism and Multiculturalism: Competing Tensions in Visual Arts Education in Aotearoa-New Zealand

Smith

2010

IJME

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New Zealand has become an increasingly multicultural society since the 1990s. But multicultural education is complicated in this nation by its position on biculturalism, a commitment founded in its postcolonial history. The finding of an investigation in secondary schools, which showed that national and visual arts curricula emphasize biculturalism over multiculturalism, was reflected in art teachers’ pedagogies. In this paper I discuss how multicultural art education could be strengthened within the existing bicultural framework. Bridging the gap between policies and practices would require art teachers to review their practices and implement strategies which take into account the cultural diversity of students to enhance understandings of their own and other multicultural societies.

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Doing Multicultural Education for Achievement and Equity

Cited by 102 publications

References 0 publications

Forging the Needed Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice

Forging the Needed Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice

Multicultural Teacher Education in China: Preparing Culturally Responsive Teachers in a Multiethnic and Multicultural Country

Biculturalism and Multiculturalism: Competing Tensions in Visual Arts Education in Aotearoa-New Zealand

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