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ERIC Number: EJ834786
Record Type: Journal
Publication Date: 2005-Oct
Pages: 6
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1521-0960
Are Disciplinary Distinctions Pertinent to Multicultural Education?: A View from Science
Tabak, Iris
Multicultural Perspectives, v7 n4 p33-38 Oct 2005
In this article I ask whether disciplinary distinctions are pertinent to multicultural education. Are pedagogical prescriptions aimed at providing access and success to students of diverse backgrounds equally applicable across domains? I review cross-cultural cognitive research to depict defunct deficit and extant pluralistic approaches to diversity. I present 2 predominant approaches to multicultural education in science and situate them within dimensions that characterize general multicultural education research. I argue that the nature of different disciplines--their position and status in the broader society--influences how comfortable we are with instructional versus epistemological pluralism in multicultural education. What appear to transcend disciplinary boundaries are central questions concerning the goals of education; mainly, whether education is conceived as a medium for social reproduction or as a vehicle for self-actualization.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A