Rethinking the Nature of Multicultural Education

Has it Lost its Focus or is it Being Misused

Datos Bibliográficos

ID4050823
AutoresP Rudy Mattai (autor de correspondencia)
Año1992
Volumen61
Número1
Páginas65
Fecha de publicación1992-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaThe Journal of Negro Education (JOURNAL)
Identificadores de la revistaISSN: 0022-2984 • E-ISSN: 2167-6437
EditorialJSTOR (PUBLISHER)
DOI10.2307/2295629
OpenAlexW2067932864
IdiomaEN
Citas recibidas12
Referencias citadas31

The ethnic revitalization movements of the 1960s were more than optimistic with respect to the future of communal rivalry in the United States of America. The renaissance of ethnic vitality that manifested itself in the late sixties and early seventies could very well be seen as contradicting the contentions of social scientists who, in the preceding three decades, had predicted the demise of ethnic prominence (Omni & Winant, 1986; Rex, 1983). One of the most central concerns of that ethnic renaissance was the pivotal role accorded to education (Banks, 1978, 1986, 1988; Berlowitz, 1984; Bullivant, 1981). As Banks (1986), a noted scholar in multicultural education, contends, the schools were accorded that status primarily because they were seen as instrumental in contributing to the disillusioned situation in which ethnic minorities found themselves

Engineering ethics · Focus (optics) · Multicultural education · Multiculturalism · Pedagogy · Sociology · Education Methods and Practices · Engineering · Parental Involvement in Education · School Choice and Performance