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ERIC Number: ED520364
Record Type: Non-Journal
Publication Date: 2010
Pages: 253
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-0454-3
Pedagogy for Change: A Critical Multicultural Approach to First Grade Education
Silva, Janelle M.
ProQuest LLC, Ph.D. Dissertation, University of California, Santa Cruz
Using data from a nine month ethnographic study of a first grade public charter school classroom in central California, this paper examines how one teacher is using an alternative, artist-focused curriculum, to teach her first grade students about significant social identities (race, ethnicity, gender, sexuality, class and physical ableness) and social groups. Social identity theory (Tajfel, 1982) is used to analyze how social groups are discussed in classroom conversations and in the curriculum, with particular attention to how the students are using classroom knowledge to understand their own group membership(s). In particular, theoretical perspectives on multicultural education (Banks, 1995, 2002; Giroux, 2001; McLaren, 1995) are used to analyze how this classroom conforms and/or transgresses current tenets of mainstream multiculturalism to facilitate the development of a critical consciousness in students through the use of critical multiculturalism. Student interviews, parental surveys and an interview with the classroom teacher will also be used to illustrate how this teacher integrates a critical perspective into her classroom, resulting in discussions of power, privilege and how students can become agents of social change within the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A