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Meira Levinson argued that "multicultural education is saddled with so many different conceptions that it is inevitably self-contradictory both in theory and in practice, it cannot simultaneously achieve all of the goals it is called upon to serve" [4]: 428 According to Banks, "a major goal of multicultural education is to change teaching and ...
Current multicultural education theory suggests that curriculum and institutional change is required to support the development of students from diverse ethnic and cultural backgrounds. This is a controversial view [ 24 ] but multicultural education argues [ 25 ] that traditional curriculum does not adequately represent the history of the non ...
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
She has also served as the Vice President of Division K (Teaching and Teacher Education) of the American Educational Research Association, and as president of the National Association for Multicultural Education. [1] [2] Her work primarily focuses on multicultural education, [3] preparation of teachers for culturally diverse schools, and anti ...
Kevin Kumashiro is the former dean of the School of Education at the University of San Francisco. [1] He was previously a professor of Asian American Studies and Education at the University of Illinois at Chicago (UIC) [1] and is the immediate past president of the National Association for Multicultural Education (NAME) [clarification needed].
Emergent curriculum is a philosophy of teaching and a way of planning a children's curriculum that focuses on being responsive to their interests. The goal is to create meaningful learning experiences for the children.
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Henry Armand Giroux (born September 19, 1943) is an American and Canadian scholar and cultural critic.One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory.