| Public Education in a Multicultural Society: Policy, Theory, Critique Contributor(s): Fullinwider, Robert K. (Editor) |
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ISBN: 0521499585 ISBN-13: 9780521499583 Publisher: Cambridge University Press OUR PRICE: $49.39 Product Type: Paperback - Other Formats Published: January 1996 Annotation: This important collection of essays offers a sustained philosophical examination of fundamental questions raised by multicultural education in primary and secondary schools. The essays focus on both theory and policy. They discuss the relation between culture and identity, the role of reason in bridging cultural divisions, and the civic implications of multiculturalism in the teaching of history and literature. Several of the essays examine aspects of multicultural policies in California and New York, as well as the curriculum guidelines promulgated by the National Council for the Social Studies. |
| Additional Information |
| BISAC Categories: - Education | Multicultural Education - Philosophy | Political |
| Dewey: 370.196 |
| LCCN: 95007766 |
| Series: Cambridge Studies in Philosophy & Public Policy |
| Physical Information: 0.85" H x 6" W x 8.99" (0.92 lbs) 304 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This important collection of essays offers a sustained philosophical examination of fundamental questions raised by multicultural education in primary and secondary schools. The essays focus on both theory and policy. They discuss the relation between culture and identity, the role of reason in bridging cultural divisions, and the civic implications of multi-culturalism in the teaching of history and literature. Several of the essays examine aspects of multicultural policies in California and New York, as well as the curriculum guidelines promulgated by the National Council for Social Studies. Although much has been published on the subject of multi-culturalism, including the cultural war on American campuses, there is very little available on the impact of multicultural policies for primary and secondary education. So this is a volume that will be welcomed by all those interested in multicultural education: philosophers and historians of education, sociologists, professional educators and policy-makers. |