| Description |
xiv, 209 pages ; 22 cm |
| Series |
Multicultural education series |
|
Multicultural education series (New York, N.Y.)
|
| Contents |
Series foreword / James A. Banks -- 1. Standards, multicultural education, and central curriculum questions -- 2. Teachers' beliefs about knowledge -- 3. Designing curriculum around big ideas -- 4. Democratized assessment -- 5. Transformative intellectual knowledge and curriculum -- 6. Students as curriculum -- 7. Intellectual challenge of curriculum -- 8. Curriculum resources -- 9. Multicultural curriculum, democracy, and visionary pragmatism |
| Summary |
"How can teachers learn to teach rich, academically rigorous multicultural curricula under current standardization constraints? In her new book, Christine Sleeter offers a much-needed framework to help teachers take on this challenge. By contrasting key curricular assumptions with those of multicultural education, she reveals the aspects they share as well as the conceptual and political differences between them. Sleeter makes, a strong case for what teachers can do to "unstandardize" knowledge in their own classrooms, while working toward high standards of academic achievement."--BOOK JACKET |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Multicultural education -- Curricula -- United States -- Planning.
|
|
Multicultural education -- Study and teaching -- United States.
|
| LC no. |
2005048583 |
| ISBN |
9780807746219 paperback alkaline paper |
|
9780807746226 cloth alkaline paper |
|
0807746215 paperback alkaline paper |
|
0807746223 cloth alkaline paper |
|
