Empowerment through Multicultural EducationChristine E. Sleeter SUNY Press, 1991 M01 1 - 340 pages This book reframes questions about student diversity by probing the extent to which society serves the interests of all, and by examining the empowerment of members of oppressed groups to direct social change. It examines the empowerment of children who are members of oppressed racial groups, lower class, and female, based on the ideas of multicultural education. A series of ethnographic studies illustrates how such young people view their world, their power to affect it in their own interests, and their response to what is usually a growing sense of powerlessness as they mature. The authors also conceptualize contributions of multicultural education to empowering young people, and report investigations of multicultural education projects educators have used for student empowerment. Issues in teacher education are also discussed. |
Contents
II | 1 |
III | 25 |
IV | 27 |
V | 49 |
VII | 69 |
VIII | 95 |
IX | 123 |
XI | 125 |
XV | 199 |
XVI | 217 |
XVII | 229 |
XVIII | 251 |
XIX | 273 |
XX | 275 |
XXI | 287 |
XXII | 299 |
Other editions - View all
Common terms and phrases
ability ability groups academic achievement activities African American Language Appalachian approach Arawaks asked basal readers behavior Black adolescents Black Americans Black students Capital High Capital High School Chapter classroom competition cooperating teacher cooperative learning critical critical pedagogy cultural knowledge curriculum dents described develop discussion dominant empower empowerment English ethnic example experience female feminist pedagogy fictive kinship Freeway Freire gender girls goals grade help students high school Hispanic identity important individual inequality instruction interaction interviews issues kids learning-by-doing lives male Mexican American minority Mississippi Burning multicultural education Native Americans oppression participate pedagogy perceptions problem race racial reading groups reading program reality reflect rience role sexism skills Sleeter social society stereotypes strategies structure student-teacher teacher education teaching television tion tural understand University urban values voice White women York