基本説明
Addresses the issue of the efficacy of multicultural education; taking particular account of recent critiques from radicoal theorists.
Full Description
This book addresses the issue of the efficacy of multicultural education, taking particular account of recent critiques from radical theorists. The author advocates the need for a more critically conceived approach to multicultural education. Richmond Road School in Auckland, New Zealand - a school with a growing international reputation - is examined, via critical ethnography, as an example of what can be acheived when a critically concieved multiculturalism is effectively implemented at school-level.
Contents
Part 1 Introduction - theory into practiceachievement in schools; the multicultural education debate; overview. Part 2 Consensus, conflict and resistance: theories: addressing the structure-agency dilemma: consensus theories of education; conflict theories of education; theories of social reproduction - base and superstructure; theories of cultural reproduction - the social construction of knowledge; resistance theories; the possibilities of critical practice. Part 3 Multicultural education and the rhetoric of pluralism: from assimilation to multicultural education - solutions to the ethnic minority "crisis" in education; the multicultural panacea - claims and counter claims; the problem of definition; "benevolent multiculturalism"; multicultural versus antiracist education; beyond benevolent multiculturalism; a critically conceived approach to multicultural education. Part 4 A critical ethnography: school ethnographies; criticisms of conventional ethnography in educational research; critical ethnography; the Richmond road account; extending critical ethnography. Part 5 Richmond road school: the historical background; the present context; the structure of the account. Part 6 School organization - achieving structural change: Jim Laughton - principal as educational visionary; the process of change; the school and its community - fostering reciprocal relationships. Part 7 Pedagogy - knowledge, responsibility, and the process of learning: provisional authority - whoever has knowledge teaches; child-centred and process learning - the kids always come first; a multilingual environment - the role of language and culture; timetabling children's learning. Part 8 Curriculum and assessment - resourcing and monitoring children's learning: resourcing children's learning; assessment - monitoring children's progress; analyzing outcomes; a reading cohort study; achieving success in reading. Part 9 New directions: new challenges; new contests; whole-school policies; Richmond road without Laughton. Part 10 A critical pedagogy at work: Richmond Road School - a critical pedagogy at work. Part 11 The practice of theory: educational effectiveness - the benchmark for multicultural education.
