ERIC Number: ED344969
Record Type: RIE
Publication Date: 1992
Research and Multicultural Education: from the Margins to the Mainstream.
Grant, Carl A., Ed.
This book of collected papers and essays addresses issues of research in multicultural education and aims to facilitate production of this research and to meet the needs of researchers in this area. Part 1, "The Marginalization of Multicultural Discourse," contains three papers on the barriers, needs, and limitations inherent in doing multicultural research; the marginalization of minority intellectual thought in traditional scholarship; and the need for a scholarly foundation as a forum for discussion. Part 2, "Conducting Multicultural Education Research," contains 10 papers addressing the following topics: (1) being a researcher in a multicultural environment; (2) reasons for using quantitative methods; (3) results of a study of a school district facing racial tension; (4) critical pedagogy applied to a multicultural foundations course; (5) culturally relevant teaching; (6) the realities of collaborative inquiry; (7) knowledge bases for educating language minority students; (8) the need to highlight the successes of ethnically diverse learners; (9) the formation of research questions; and (10) the findings of a group research project. Part 3, "The Social Impacts of Multiculturalism in Education," contains three papers discussing the importance of intergroup contact, ideas for teacher education, and analysis of state programs. Included are notes on the contributors, and an index and extensive references for each paper. (JB)
Descriptors: Cultural Pluralism, Educational Policy, Educational Research, Educational Researchers, Elementary Secondary Education, Equal Education, Higher Education, Minority Groups, Multicultural Education, Research Design, Research Methodology, Research Problems, Research Reports, School Districts
Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007.
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A