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Michael W. Apple . Michael W. Apple (born August 20, 1942) is an educational theorist specialized on education and power, cultural politics, curriculum theory and research, critical teaching, and the development of democratic schools.
Banks 2005 proposed that the culture of teachers must ;adopt specific principles if multicultural education is to succeed: Teachers' personal beliefs must support multicultural education. Teachers must knowledge that beyond the official curriculum, a latent curriculum promotes norms that may not be articulated but that are understood and expected.
The Children of the Rainbow Curriculum was a resource guide that contained 443 pages of suggested readings and lessons for teachers to help educate, develop, provide both academic and social skills to students and promote diversity, racial, and ethnic harmony and decrease prejudice and bigotry.
Cultural studies is an academic field that explores the dynamics of contemporary culture (including the politics of popular culture) and its social and historical foundations. [1] Cultural studies researchers investigate how cultural practices relate to wider systems of power associated with, or operating through, social phenomena.
Society – group of people sharing the same geographical or virtual territory and therefore subject to the same political authority and dominant cultural expectations. Such people share a distinctive culture and institutions , which characterize the patterns of social relations between them.
Knowledge & understanding: The interdisciplinary nature of STSE education requires teachers to research and gather information from a variety of sources. At the same time, teachers need to develop a sound understanding of issues from various disciplines—philosophy, history, geography, social studies, politics, economics, environment and science.
In many countries' curricula, social studies is the combined study of humanities, the arts, and social sciences, mainly including history, economics, and civics.The term was first coined by American educators around the turn of the twentieth century as a catch-all for these subjects, as well as others which did not fit into the models of lower education in the United States such as philosophy ...
Imagination and learning cannot be at odds, because "Unless culture be a superficial polish, a veneering of mahogany over common wood, it surely is this -- the growth of the imagination in flexibility, in scope, and in sympathy, till the life which the individual lives is informed with the life of nature and of society." [7]: 73