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Spina, Stephanie Urso – 1997
It is argued that what is proposed currently as multicultural education is little more than a series of superficial nods to subordinate groups that often celebrate deficits and disguise the legacy of colonialism, and that a pedagogy of critical analysis of the inequities inherent in such a system is more appropriate. A critical, holistic approach…
Descriptors: Curriculum Design, Curriculum Development, Educational Philosophy, Educational Strategies