Global Multiculturalism in Undergraduate Sociology Course

An Analysis of Introductory Textbooks in the U.S

Bibliographic Data

ID3033304
AuthorsKyoung-Ho Shin (Northwest Missouri State University, corresponding author)
Year2014
Volume6
Issue1
Pages79-101
Publication date2014-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMulticultural Education Review (JOURNAL)
Journal identifiersISSN: 2005-615X • E-ISSN: 2377-0031
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/2005615x.2014.11102908
OpenAlexW1547995773
LanguageEN
Citations received4
References cited34

Focusing on global multiculturalism, this study offers a content review of undergraduate introductory sociology textbooks that are being used in the United States. Through both quantitative and qualitative review of texts, it is found that there is a considerable variation in the way which concepts and latent meanings are embedded within textbook contents. The results of the review of nine textbooks show that although introductory sociology textbooks are similar in the structure of chapter headings and formatting, titles, and emphasis of diversity as shown in quantitative analysis, there is little commonality in the conceptualization by authors to insert latent theme of multiculturalism and globalization, which implies that each text has different perspective and approach in handling and inserting them into textbook. An implication is drawn that sociology textbooks might need to deal with glocalization, global multiculturalism, and its related themes in a more proactive manner if we accept the premise that textbooks should reflect the ongoing reality of cultural mélange and economic exchange in global scale

Course (navigation · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Social science · Sociology · Contemporary Sociological Theory and Practice · Educator Training and Historical Pedagogy · Engineering · Innovative Teaching Methodologies in Social Sciences · Psychology

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