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ERIC Number: EJ762056
Record Type: Journal
Publication Date: 2005
Pages: 18
Abstractor: Author
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0890-6459
Affirming Diversity: From Assimilationist to Pluralistic Pedagogy
Bass, Lisa
Teacher Education and Practice, v18 n2 p157-174 Spr 2005
Changing demographics in the United States have won the attention of educators and policymakers because of the impact that these changes will have on America's classrooms. The day of heterogeneous populations in schools is becoming a phenomenon of the past as immigrants and their offspring occupy an increasing number of seats in American schools. Banks (2000) notes that demographers predict that by 2020 46% of the nation's student population will comprise students of color. Education policymakers face the dual obligation of effectively serving the needs of their increasingly diverse student body in addition to preparing mainstream American students for the future. All students need to be aware of and capable of functioning in a global society, as well as how to appreciate the cultural uniqueness of all individuals. Colleges of education as well as local school districts are charged with the monumental duty of developing effective strategies that will prepare teachers for the diversity in the populations that have begun to fill their classrooms. This article provides an overview of the history of immigration to America and discusses the tragedy of the resulting loss of language and culture. The need for society to embrace diversity is then discussed, followed by suggestions for how colleges of education and local school districts can begin the move toward the appreciation of diversity and multiculturalism with a pluralistic approach to teacher education.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States