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来源：百度知道 编辑：UC知道 时间：2024/09/28 14:22:17
The Scope of Multicultural Education
by Mary Stone Hanley
Multicultural Education is an idea which has reached its time. Carrying the legacy of the 1960's and 1970's, a period of profound social change when the people of the United States were forced to reexamine their cultural heritage, multicultural education has emerged in the 1990's to address the educational needs of a society that continues to struggle with the realization that it is not monocultural, but is an amalgamation of many cultures. Much of the overt and covert national conflict about race, ethnicity, social class, and gender in the U. S. has been based in the mythology of a superior culture into which all others must be assimilated. The imbalance of power between the dominant culture and subjugated cultures has created centuries of aggression, antagonism, and resistance. Fortunately, the concept that cultural differences enrich, rather than diminish, our society is increasingly acknow
by Mary Stone Hanley
Multicultural Education is an idea which has reached its time. Carrying the legacy of the 1960's and 1970's, a period of profound social change when the people of the United States were forced to reexamine their cultural heritage, multicultural education has emerged in the 1990's to address the educational needs of a society that continues to struggle with the realization that it is not monocultural, but is an amalgamation of many cultures. Much of the overt and covert national conflict about race, ethnicity, social class, and gender in the U. S. has been based in the mythology of a superior culture into which all others must be assimilated. The imbalance of power between the dominant culture and subjugated cultures has created centuries of aggression, antagonism, and resistance. Fortunately, the concept that cultural differences enrich, rather than diminish, our society is increasingly acknow
范围多文化教育 由玛丽・Stone Hanley 多文化教育是到达了它的时间的想法。运载1960's 和1970's 的遗产, 深刻社会改变的期间当人民美国被迫使再检查他们的文化遗产, 多文化教育涌现在1990's 处理继续与认识奋斗社会的教育需要它不是monocultural, 但是许多文化的合并。许多公开和隐蔽全国冲突关于种族、种族、社会阶层, 和性别在美国根据了在其他必须被同化优越文化的神话里。力量不平衡状态在统治文化和被征讨的文化之间创造了世纪侵略、对抗性, 和抵抗。幸运地, 文化差异丰富, 而不是的概念减少, 我们的社会越来越被承认。这是减弱社会文化的镇压。多文化教育持续的演讲和实践是努力对我的复数的可能性通过教育。 1970's 的少数族裔和妇女面对了社会种族主义和性别歧视反映在monocultural 教育。种族研究和women's 研究被开发增加他们的传统上沉默的声音来美国的文化的分析和发展。1990's 的多文化教育继续传统在K-12 水平上和采取五, 有时互联, 方向。Sleeter (1996) 描述五种方法对多文化教育: ???????middle 组Eurocentric 内容、指示, 和价值增加文化交流另外的学习的任务来工作教育, 使学会学术知识复杂化必要是成功的在学校。开化是什么我们学会和创造有世界的道理。间断性在粗劣和少数族裔学生和文化之间文化教育的影响学术underachievement 和失败(Nielson 1991 年; Nieto, 1997) 。而且, 捉住在成功矛盾心理和失败在传送的学校控制权文化得知颜色的孩子和可怜的孩子是更加进一步