Documents, analyzes, and critiques a body of research on the history of multicultural education in the US. This set contains volumes which show how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated. It also illuminates the historical importance, relevance, and implications of multicultural education. Editor(s): Grant, Carl A.; Chapman, Thandeka K. Num Pages: 248 pages, 11 black & white tables. BIC Classification: 1KBB; JNB; JNFR. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 154 x 19. Weight in Grams: 460. . 2008. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

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Bibliographic Details

Title: History of Multicultural Education, Vol. 4: Policy and Policy Initiatives
Publisher: Routledge
Publication Date: 2008
Language: English
ISBN 10: 0805854452
ISBN 13: 9780805854459
Binding: Hardcover
Condition: New

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Synopsis

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society.

The volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

About the Author

Carl A. Grant, University of Wisconsin, Madison. Thandeka K. Chapman, University of Wisconsin, Milwaukee.

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